The relationship between academic honesty awareness and dishonesty behaviour in Kazakhstani schools

As a student I have experienced many unfair cases, when I got lower marks for the works that I have done myself, whereas my luckier classmates have been awarded “5”s  for their cheated ones. As I grew older and went to the University, I was the one, who helped a lot, others to cheat on teachers. After I become the teacher, I have realised how much harm this does to students’ lives. The most interesting issue was what are the reasons of students’ acting so? Thus, I have decided to choose this topic for my thesis.

The violation of the rules of academic honesty is seen by educators as a major problem that the educational institutions are currently facing (J.M.Christensen., D.L.McCabe, 2006). The significance of the problem that is now raised by scholars in different countries seems to be burning, as academic honesty is seen as the primary fact that diminishes the quality of students’ knowledge, if any at all.

In his article in University affairs, Mullens (2000) identifies academic dishonesty as “anything that gives a student an unearned advantage over another”. It includes different types of actions such as plagiarizing the paragraphs or the texts itself, paying the others to take a test, looking for the right answers in other students’ works, indicating false bibliography, requesting for a deadline extension, etc. (Mullens, 2000).

Strom and Strom (2007) discuss the problems that academic dishonesty problems can lead to, if not to be properly solved. Among these problems, they identify the problems of entering the university, developing creative and critical thinking skills that is highly required both in academic and professional lives. One of the perspectives that the students can benefit from would be the development of the sense of truthfulness that can be supported through the creation of academic honesty policies.

The existing evidence, however, does not indicate any specified data about Kazakhstani students. Therefore, more research is needed to identify what effect academic honesty regulations can have on the students’ academic achievement.

The findings of the research will be beneficiary for parents and students, in order to be familiarized with the methods and practices of developing awareness of academic honesty regulations.  Furthermore, the conclusions of the research will contribute to the body of knowledge in this area.


  1. Hayes & D. Introna., (2005)., Cultural Values, Plagiarism, and Fairness: When Plagiarism Gets in the Way of Learning., Lawrence Erlbaum Associates, Inc.          
  2.   McCabe, K. Butterfield & L.Trevino., (2012)., Cheating in college: Why students do it and what can educators do about it., The Johns Hopkins University Press.        
    1. Strom & R.Strom., (2015)., Cheating in middle school and High school., The educational forum.

2 thoughts on “The relationship between academic honesty awareness and dishonesty behaviour in Kazakhstani schools

  1. Laura, this is a clear and concise post, which addresses both the formal and informal goals of introducing your topic and sharing your personal experience behind the topic. The writing itself is organized into logical paragraphs with clear connecting language and very few grammatical mistakes.

    Two minor points to improve: 1) Add a citation for all images used (you can just include a caption below the image, no need for a full reference). 2) Work on consistency in your reference list. Carefully examine each post for proper use of italics, capitalization and commas.


    Liked by 1 person

  2. Dear Laura, when I started reading your thesis topic I smiled and remembered some cases when I tried to cheat during school or university times. However, I was always afraid of being caught while cheating on exams. I do believe that all cheating should be restricted as students will understand that they have to take responsibility for their own knowledge. I also remembered exams of Turkish language at university, students who were caught while cheating were immediately pushed out from the room without any permission to re-take the exam itself. All students knew about this facts and most students forgot about the idea of cheating exactly on this subject. This is a good example of students’ academic achievement good results if cheating will be prohibited.


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