Bilig 49. sayı

Tayfun, Is There a Relationship Between Grade Average Point and Students 
 
199 
Moreover, the relationship was searched between grades point average and 
cheated and not cheated. There is a significant relationship between grade 
point average and cheated and not cheated at the %5 level of significance 
(p<0,05). Pearson Correlation was calculated as 0,148. The relationship 
found is strong and positive. It means that the average grade point and 
being cheated effect each others.  
Several conclusions can be drawn from these analyses. First, it is already 
mentioned that grade point average is not a determinant in cheating. Students 
with higher grade point average can tend to cheat more than those with lower 
grade point average. Therefore, grade point average is not a factor to mean 
the cheating perception of student. Second, cheating students took to the 
cheating behavior positively and were opposed to being punished due to 
cheating behaviors. The most important point is that cheater students don’t see 
their behavior as offence, unethical and debility. They don’t have any moral 
barriers against cheating. Consequently, they are always inclined to cheat. The 
school management and academic staff should emphasize the moral aspects of 
the cheating. If students judge their cheating behavior in their conscience, they 
could be successful to find a way to change their cheating behavior positively. 
Third, all participant students (cheated and not cheated) had the same ideas 
about lesson based reasons of cheating, the attitudes of the management of 
school and academic staff against cheating, the opinions about the cheated 
student, the student based reasons that cause cheating, the management and 
supervisor based reasons that cause cheating and the role of the questions type 
to prevent the cheating. The school management and academic staff must take 
those ideas into consideration to prevent cheating. The self- reporting of the 
students is very important to understand of the cheating perception of students 
and evaluate the roots of cheating. As mentioned before many studies were 
conducted to examine the different reasons and aspects of the cheating 
behavior. This study can be useful to support them and bring a different point 
of view.  
The Factors and Their Explained Variables; 
Factor 1: The point of view of the students about cheating 
A student can look at the other student’s paper in examination 
A student can change whose examination paper with other students 
A student can have an exam in place of the other student  
A student can give other student’s homework study for himself 
A student can look at his lessons notes without any permission 
A student can give the out of date homework studies as the new studies 
A student can give whose study to other student to use  

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bilig, Spring / 2009,  number  49 
 
200 
Factor 2: The lesson based reasons of the cheating  
The attitude of academic staff in the lesson can be a reason of the cheating 
The fear of not passing examination can be a reason for cheating 
Memorization-based questions can be a reason for cheating 
The difficulty of the lesson can be a reason of the cheating  
To asking difficult question can be a reason of the cheating  
Factor 3: How can be prevented the cheating 
To strongly punished the cheating can prevent cheating  
Administering exams in less crowded classrooms can prevent cheating 
Administering exams with more supervisors can prevent cheating 
Factor 4: The ethic and offence aspects of the cheating 
I think that cheating is an offence  
I think that cheating is not ethic  
I think that cheating is debility  
The cheating is disrespect against the teacher  
Factor 5: The attitudes of the management of the school and 
academic staff against cheating 
I think supervisors are tolerant against cheaters 
I think that supervisors and teachers treat unfairly in cheating situations  
I think that school management treats unfairly in the determination of a 
penalty in cheating situations  
Cheating is becoming an important problem in the school 
Factor 6: The opinions about the cheated student 
Who gets the high grade in examination can achieve it by cheating  
A student who doesn’t cheat is teased by other students  
I think that cheated students act unjustly to not cheated student  
The cheated students think that their behaviors as a talent  
Factor 7: The student based reasons that cause the cheating  
Believing that it is impossible to pass the examination by studying much can 
be a reason for cheating 
The part time working of the students can be a reason of the cheating  
The sitting position of the students in the classroom can be a reason of the 
cheating  
The willing of being respected as a successful student by the others 
 

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Tayfun, Is There a Relationship Between Grade Average Point and Students 
 
201 
Factor 8: The management and supervision based reasons that 
cause the cheating 
The attitudes and behaviors of supervisor in the examination can be a 
reason of the cheating  
The tolerance of the management against cheating can be a reason of the 
cheating  
Factor 9: The role of the questions format to prevent the cheating 
Changing the question format can prevent the cheating 
Asking questions by different groups can prevent cheating 
 
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