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Validating surveys reliability validity

Die populasie waaruit die steekproef geneem is het bestaan uit al 22 442 studente wat die Universiteit tydens die 2011 en 2012 akademiese jare vir die eerste keer betree het.

Gekombineerde strategie steekproefneming, gevolg deur trossteekproefneming is gebruik om 'n steekproef van 5 730 studente (3 611 in 2011 en 2 119 in 2012) te selekteer.

The data for the 2012 student sample was compared to that obtained from the Thomas and van Zyl (2011) sample and, by means of Chi-square tests and Standardised Residuals, the statistical association between perceptions held by members of student sub-groups and perceptions about academic honesty was investigated.

This first year of study also provides the foundation on which further academic success is built (Reason, Terenzini & Domingo 2006).

In addition, a link between student academic dishonesty and later dishonesty in the workplace has also been suggested (Jones 2011).

Dit impliseer dat hierdie studente dikwels die akademie betree met persepsies oor akademiese oneerlikheid wat verskil van die tradisionele akademiese verstaan wat op die belangrikheid van egtheid in die akdedemie gegrond is.

Die huidige studie het verskille in sienings gevind tussen verskillende taalgroepe asook tussen die verskillende studierigtings.

Student academic dishonesty is increasing locally and internationally and universities are devising strategies to address this problem.

The first year of academic study lays the foundation for future years of study and, as such, is critical in the establishment of adherence to academic values.

As part of a larger project, the perceptions about academic honesty of first-year students belonging to the millennial generation at a large South African public university were obtained with a view to identifying trends in perceptions between the 20 student cohorts as well as the relationship between student sub-groups and perceptions held about academic honesty.

The present study also sought to validate the findings of the 2011 study.

In 2012, Thomas and van Zyl reported the findings that emanated from the first cohort of students in this study.

These Millennial students appeared ambivalent with regard to practices that constitute academic honesty, and tended to disregard the ownership of knowledge.

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