Exploring junior secondary students’ plagiarism behavior

Abstract

Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.