Awareness Of Plagiarism Research Articles

A Search for a Common Thread: Iranian, Afghan, and Tajik EFL Students' Perceptions of Academic Misconduct

The paucity of studies on plagiarism in some under-explored contexts, such as Afghanistan and Tajikistan, highlight the necessity of conducting this study. To this end, 200 Iranian, 185 Afghan, and 170 Tajik EFL students, who share certain commonalities regarding culture and language, participated in the study. The iThenticate (2013) questionnaire and two essay-type questions on the main reasons for committing plagiarism and possible ways to cope with it were employed to examine the participants’ perceptions toward it. Findings revealed that the participants from these three countries shared the same ideas regarding the most common and serious forms of plagiarism. It was also found that overalllack of knowledge about plagiarism, absence of severe punishment, and ease of plagiarizing was among the most important reason for committing plagiarism. The study proposed “raising students’ awareness of plagiarism and its consequences” and “establishment of severe punishment” as the best possible ways to cope with it.

A Study of Pre-service Teachers' Perception of Plagiarism

The purpose of the current study was to investigate pre-service teachers' perception of plagiarism and plagiarism prevention education with the inclusions of variables such as major and gender. Participants of the study were 118 pre-service teachers majoring in English education and Ethics education at a university located in Korea's Gyeongsang Province. A questionnaire, developed and used for data collection, was composed of five parts: demographic data and a definition of plagiarism, the current status of assignments, reasons for plagiarism, degree of plagiarism, and lectures related to plagiarism or citation methods. A paired t-test, an independent t-test, frequency, and ANOVA were used to analyze the possible differences based on variables of gender and major.The study revealed that almost all students were aware that plagiarism is problematic. However, despite their increased awareness of plagiarism, they also reported that they had rarely taken or heard about lectures on how to cite or research ethics. In addition, the reasons why pre-service teachers engage in plagiarism are affected by variables such as the amount and difficulty of the assignments and the type of assignments they were given. It was also found that female students and students majoring in Ethics education were more strictly aware of plagiarism even though most of the items did not show statistically significant differences according to gender or major. The findings from the present study suggest that plagiarism prevention education targeting pre-service teachers should include proper citation methods and prevention education appropriate for each task type, including self-plagiarism.

Academic dishonesty by students of bioethics at a tertiary institution in Australia: an exploratory study

BackgroundInstitutions of higher learning are persistently struggling with issues of academic dishonesty such as plagiarism, despite the availability of university policies and guidelines for upholding academic integrity.MethodologyThis was a descriptive qualitative study conducted on 37 students of a Healthcare Ethics course at an Australian tertiary institution from February 2016 to October 2018. The purpose of the study was to explore the reasons for plagiarism detected the TurnitinR plagiarism checking software and extensive review of manuscripts. The interviews were conducted in private rooms and in strict confidence. Thematic analysis was manually done.ResultsFour major themes namely, lack of interest; pressure of time with competing priorities; lack of understanding of the policy on academic honesty, and “the determined students” were identified. Sub themes under lack of interest were lack of preparation and effort, low self-efficacy, poor studying techniques, and convenience of internet sources. Under pressure of time, the subthemes were, misplaced priorities, procrastination, high workloads, poor planning, competing interests, and the perception of availability of time at the start of the semester. Regarding lack of understanding of the policy on academic honesty, the subthemes identified were, lake of awareness of plagiarism, lack of awareness of acceptable similarity, conflicting messages from tutors and confusion with high school learning. The determined students were those that either made all effort to reduce plagiarism but still remained high, used the another language at home other than English, had poor paraphrasing techniques or lacked resources for English language editing.ConclusionThere are varied and diverse reasons for plagiarism. There is a need to systematically reinforce and educate students on issues pertaining to academic dishonesty and their associated implications.

The problem of plagiarism in the process of establishing academic integrity culture at Georgian higher educational institutions

The Georgian educational system was not familiar with the concept of plagiarism during the Soviet era. The purpose of the article is to study whether the mechanisms for plagiarism prevention in Georgian higher education institutions have been improved as a result of the application of new authorisation standards and international practices; it explores efforts made at the university level. The research has shown that universities have increased awareness of plagiarism, the Turnitin program was executed, syllabi were modified with the support of foreign partners and additional services supporting academic writing skills were introduced. The article discusses the pros and cons of the Turnitin program, as well as its challenges and limitations: it tackles severe cases of plagiarism but it is difficult to identify a more disguised form of plagiarism. The work reviews the new challenges and provides ways to address them in the form of recommendations.

Students’ plagiarism awareness: A study of university of Delhi

Students’ plagiarism awareness: A study of university of Delhi

Overdue Assignment: A Case Study on Academic Writing Development for Postgraduate Health Professional Trainees in Kenya.

Though essential for research capacity building, development of authorial identity for thesis projects and publications has been overlooked in African postgraduate residency programs. This study aims to explore authorial identity among postgraduate health professional trainees at two universities in Kenya. It also evaluated the effect of Age of Acquisition of English on confidence in writing. This exploratory case study utilized quantitative and qualitative data. Pre- and post-workshop surveys were generated from learning objectives and evaluated confidence in writing and plagiarism awareness, both important attributes of authorial identity. As confidence in writing might be influenced by the English Age of Acquisition, the questionnaire also included items from the Language Experience and Proficiency Questionnaire. Pre- and post-workshop responses were analyzed using planned comparisons. Focus group discussions further explored authorial identity among participants and were analyzed thematically. A total of 57 postgraduate trainees from nine medical specialties participated in the study. Both confidence in writing and plagiarism awareness improved significantly after the workshop: confidence in writing pre-test (M = 3.20, SD = 0.59) and post-test (M = 3.97, SD = 0.61), t(56) = 6.93, P < .001, d = 0.9; plagiarism awareness pre-test (M = 3.01, SD 0.72) and post-test (M = 3.92, SD 0.65), t(56) = 6,8, P < .001, d = 0.9. The average English Age of Acquisition was 4.98 years and showed no correlation with confidence in writing. Participants recognized that authentic authorship requires hard work and suggested plagiarism is driven by inadequate writing instruction. They proposed that changing perceptions of research and writing could overcome a graduation requirement mindset among trainees. Interactive workshops using procedural and enculturation approaches may be useful to develop authorial identity among postgraduate health professionals in Kenya. Further research is needed on evaluating workshop effectiveness using direct indicators of learning and other curricular reforms to promote authorship.

Intellectual property and quality of education: Exploring the academic integrity among medical students

This article offers an innovative course for building and improving knowledge on plagiarism. The tasks were as follows: (1) analyze existing knowledge about intellectual property and plagiarism among medical students before and after taking the special course; (2) examine the causes affecting students’ intellectual property infringement. To assess the awareness of academic integrity and plagiarism among medical students, the author’s questionnaire was used. The sample consisted of 658 students who were divided into two groups. The mean age was 22.41 ± 0.63 years (group 1) and 26.31 ± 0.83 years (group 2). In order to raise awareness of intellectual property and plagiarism, Intellectual Property in Medicine course was offered. The level of duplicate publication and compilation fell. The number of students who believe plagiarism is a moral issue increased. Plagiarism is mostly caused by: Large scale digitization; lack of special knowledge; the status value of academic titles; and low pay. The research findings make it possible to integrate courses on intellectual property and plagiarism into higher education, which will improve knowledge and high quality of education. There are also plans to introduce an online course in The Unified Anti-Plagiarism Principles in Higher Education for university students to improve knowledge and skills in dealing with aspects of plagiarism.

The awareness of plagiarism among postgraduate students at Taif University and its relationship to certain variables

Plagiarism has permeated higher education institutions all around the world, and it continues to be a source of worry. This crime is such a widespread among the postgraduate students, some turn to the textbook or Internet for copying and pasting without citing the source. Therefore, the purpose of this study was to ascertain whether postgraduate students at Taif University were aware of plagiarism. The study’s importance may be observed in determining the extent to which Taif University students are aware of plagiarism in order to improve their ability for academic writing and their excellent scientific research skills. Descriptive- statistics was used to analyze, both: qualitative and quantitative data, and the validity and reliability of the questionnaire were validated. Thus, this study revealed that postgraduate students have a medium level of understanding of the different forms of plagiarism and a high awareness of its causes. There were also differences in the average responses of the sample based on gender, specialization, and participation in scientific research courses. Therefore, the study demonstrated the importance of improving a culture of scientific integrity among postgraduate students to facilitate their knowledge of scientific plagiarism and its forms, causes and penalties.

Impact of Plagiarism Checking on Research Scholars with Reference to Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu

This paper surveyed the awareness of plagiarism among the respondents from the higher educational institutions in Tirunelveli District. It discusses the awareness about plagiarism and its experiences in their academic purposes. Among the 410 participants, 132(32.2%) are Ph.D. Scholars, including 96(23.41%), are ‘Male’, and 36(8.78%) are ‘Female’. And 59(14.39%) LIS Professionals, which includes 30(7.32%) of them are ‘Male’ and 29(7.07%) of them are ‘Female’. It is highlighted that the majority of the respondents are Faculty members. And also, 82.2 per cent of the respondents preferred the “Google” search engine, followed by the “Yahoo” search engine with 7.56%.

Visual plagiarism in interior design: is it easy to recognise?

This study aims to remove some of the ambiguities of visual plagiarism in interior design (those related to the visual composition of space represented by line, form, shape, texture, time, colour, light, etc.) by examining the main detection methods, the extent of the issue, and the experiences and roles of academic interior designers. Two main methods were used: an analysis of the primary forms of visual plagiarism and an applied approach to test the effectiveness of plagiarism. Additionally, 30 academics in the Kingdom of Saudi Arabia, who majored in interior design, were surveyed using an online questionnaire. The results demonstrated that changing the light and colour while maintaining the rest of the properties and changing the line, form, and shape are considered visual plagiarism. However, the results also indicated that visual plagiarism is not always clear for academics. It is hoped that the results of this study will increase the awareness of visual plagiarism, enhance ethics in the university environment, and help academic interior designers apply scientific methods to detect plagiarism in design projects. This study can also assist regulatory authorities to manage complaints and disputes in plagiarism cases.

The correlation among plagiarism awareness, genders, and essay writing skills of English education of postgraduate students of Sultan Ageng Tirtayasa university

Writing scientific papers is influenced by several things, including grammatical problems, linguistic problems, technical aspects of writing, and plagiarism aspect. Gender factors are indicated to contribute to plagiarism behavior because men and women are assumed to have different attitudes and style in perceiving an idea. This study aims to obtain the correlation among the plagiarism awareness, gender, the expository essay of the capability in composing it. This study uses a quantitative approach with the correlational method. Questionnaires and composing of the text tests were conducted to get the results of the research. Research respondents were 24 postgraduate students at Sultan Ageng Tirtayasa University of Postgreaduate Program of English Education, consisting of 12 males and 12 females. From the data analysis, it was found that: First, the relationship between plagiarism awareness and expository essay writing skills is 0.783 ( 0.05). It means that there was no tight relation among plagiarism alarming of expository essay writing skills. Second, the tight relation among gender and expository essay composing skills is 0.783 ( 0.05). That is, gender also does not provide a significant contribution to the skill of writing an expository essay. Third, the value of R square among students' plagiarism awareness (X1), gender (X2), and expository essay writing skills (Y) is 0.011 (1.1%). It means that expository essay writing skills are influenced by awareness of plagiarism and different category by 1.1% and 98.9% is affected by different variations. Although the contribution is low, these variations played significant roles in expository essay composing skills. Therefore, student awareness needs to be increased by implementing strict plagiarism policies in universities.Keywords: plagiarism awareness, gender, writing skill, expository essay Korelasi antara kesadaran plagiarisme, gender, dan keterampilan menulis esai ekspositori pada mahasiswa bahasa Inggris Pascasarjana Universitas Sultan Ageng TirtayasaAbstrakMenulis karya ilmiah sangat dipengaruhi oleh beberapa hal, seperti tata bahasa, linguistik, aspek teknis penulisan, dan hal plagiarisme. Faktor-faktor yang mempengaruhi seperti gender diindikasikan berkontribusi dalam perilaku plagiarisme, karena pada faktanya, laki-laki dan perempuan diasumsikan memiliki sikap berbeda dalam mempersepsi suatu ide. Penelitian ini bertujuan mendeskripsikan hubungan antara kesadaran plagiarisme, jenis kelamin, dan keterampilan menulis esai ekspositori. Penelitian ini menggunakan pendekatan kuantitatif dengan mengimplementasikan sub desain penelitian korelasional. Dalam proses pengumpulan data, peneliti menggunakan instrumen penelitian berupa angket dan tes kemampuan menulis. Responden penelitian adalah 24 mahasiswa Pascasarjana Universitas Sultan Ageng Tirtayasa, yang terdiri atas 12 laki-laki dan 12 perempuan. Dari hasil pembahasan hasil penelitian dapat disimpulkan beberapa hal. Pertama, hubungan kesadaran plagiarisme dengan keterampilan menulis esai ekspositori sebesar 0,783 ( 0,05). Artinya, tidak ada hubungan antara kesadaran plagiarisme dengan keterampilan menulis esai ekspositori. Kedua, hubungan jenis kelamin dengan keterampilan menulis esai ekspositori sebesar 0,783 ( 0,05). Artinya, jenis kelamin tidak memberikan kontribusi yang signifikan terhadap keterampilan menulis esai ekspositori. Ketiga, nilai R square antara kesadaran plagiarisme siswa (X1), jenis kelamin (X2), dan keterampilan menulis esai ekspositori (Y) sebesar 0,011 (1,1%). Artinya, keterampilan menulis esai ekspositori dipengaruhi oleh kesadaran plagiarisme dan gender sebesar 1,1%, sedangkan 98,9% dipengaruhi oleh variabel lain. Meskipun kontribusinya rendah, kedua variabel tersebut tetap berperan dalam keterampilan menulis esai ekspositori. Oleh karena itu, kesadaran mahasiswa perlu ditingkatkan dengan penerapan kebijakan plagiarisme yang tegas di perguruan tinggi.Kata Kunci: kesadaran plagiarisme, gender, keterampilan menulis, esai ekspositori

Plagiarism in Higher Academic Institutions, a Blight on Intellectual Integrity: An Interventionist Approach

Although studies on students’ plagiarism continue to attract research attention, there are still lacunas in the literature in terms of adequate interventions to combat the menace in higher educational institutions. This study set out to examine plagiarism behaviour among students at Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) a leading Ghanaian university. The study employs a quantitative research technique informed by a positivistic orientation. Findings point to the need to treat students’ assignments as a process, not a product. It was concluded that covert and overt techniques are the best interventionist approaches to ascertaining and minimising students’ plagiarism tendencies. The study recommends the need for organizational structures to deal with the ‘menace’ and the pursuit of vigorous plagiarism awareness programmes for students and faculty. A concerted effort and commitment by students and faculty in combating plagiarism at Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) could promote intellectual integrity in the university.

Ctrl C + Ctrl V: Plagiarism and Knowledge on Referencing and Citation among Pre-service Teachers

Issues on plagiarism among pre-service teachers (PSTs) have increased in modular and online learning. To confirm this, the study determined the PSTs’ level of awareness on plagiarism; their knowledge on referencing and citation; and the correlation between their level of awareness on plagiarism and knowledge on referencing and citation, with their academic performance. The study employed a descriptive-correlational research design participated by 235 PSTs randomly sampled through strata. The data were gathered through a web-based survey. Results showed that the PSTs’ level of awareness of plagiarism was moderate, while the majority have fair knowledge in referencing and citation. Also, results showed a significant relationship among the level of awareness on plagiarism, knowledge on referencing and citation, and academic performance. It is recommended that institutions equip librarians and educators to teach PSTs about citation and referencing skills. Besides, the institution should make sure that a policy is implemented to pursue academic integrity. This policy must articulate the various types of plagiarism, plagiarism measurement, and fair and consistent disciplinary actions.

Ctrl C + Ctrl V: Plagiarism and Knowledge on Referencing and Citation among Pre-service Teachers

Issues on plagiarism among pre-service teachers (PSTs) have increased in modular and online learning. To confirm this, the study determined the PSTs’ level of awareness on plagiarism; their knowledge on referencing and citation; and the correlation between their level of awareness on plagiarism and knowledge on referencing and citation, with their academic performance. The study employed a descriptive-correlational research design participated by 235 PSTs randomly sampled through strata. The data were gathered through a web-based survey. Results showed that the PSTs’ level of awareness of plagiarism was moderate, while the majority have fair knowledge in referencing and citation. Also, results showed a significant relationship among the level of awareness on plagiarism, knowledge on referencing and citation, and academic performance. It is recommended that institutions equip librarians and educators to teach PSTs about citation and referencing skills. Besides, the institution should make sure that a policy is implemented to pursue academic integrity. This policy must articulate the various types of plagiarism, plagiarism measurement, and fair and consistent disciplinary actions.

Teaching Referencing And Plagiarism Awareness Using LEGO® SERIOUS PLAY®

In this article I reflect on my use of LEGO® SERIOUS PLAY® as a teaching intervention in sessions on referencing and plagiarism awareness. Building on a paper I presented at the Librarians’ Information Literacy Annual Conference (LILAC) in early 2018 (Bond 2018), I explore how I use LEGO® SERIOUS PLAY® to build student understanding of the reasons why referencing is important as an academic practice. I discuss my experiences of using LEGO® SERIOUS PLAY® in referencing classes and finally, propose ways I can expand on its use and effectiveness.

Online University Students’ Perceptions on the Awareness of, Reasons for, and Solutions to Plagiarism in Higher Education: The Development of the AS&amp;P Model to Combat Plagiarism

Academic plagiarism has remained a major concern for higher education institutions, as it hampers not only the quality of the teaching-learning process and research, but also the overall educational institution. This issue appears to be even more serious in online and distance education institutions. As a result, a qualitative study was conducted on an online university in Pakistan to investigate the determinants of academic plagiarism and to find ways to address this issue. The students were given an open-ended questionnaire to reflect their opinions on the awareness and understanding of plagiarism, its determinants, and ways to address it. The findings revealed that most of the 267 online university students had a poor awareness and understanding of plagiarism. Major reasons for students’ plagiarism turned out to be a lack of a proactive approach to create awareness, an omission of citation conventions from course content, untrained teachers, a lack of strict penalties and their proper implementation, poor time management, a fear of failure, a lack of confidence, laziness, and a culture of plagiarism. The study proposes the Awareness, Support, and Prevention model (AS&amp;P model) to address this issue in higher education institutions.

Plagiarism Awareness and Academic Writing Ability: The Relationship with the EFL Students' Plagiarism Practice

Plagiarism is considered as the writing difficulty and has been a topic among researchers in the past ten years. Many studies explored plagiarism perceptions and the reasons behind plagiarism. Some studies also attempted to find an association between the elements that might contribute to plagiarism such as writing skills, language level, studying behavior, etc. However, most of the studies does not include the plagiarism rate or similarity index as one of the research variables. To fill this gap, this study aimed to find out whether there is any relationship between plagiarism awareness and academic writing ability towards the students’ actual plagiarism practice. The 30 respondents are students of the English Department in Mulawarman University who has written an academic paper namely a Mini research proposal. This study design is quantitative-correlational design with a Multiple regression data analysis technique. The study three main findings are; (1) there is no significant relationship between plagiarism awareness and plagiarism rate; (2) there is a significant negative relationship between academic writing ability and plagiarism rate; and (3) there is a simultaneous relationship between plagiarism awareness and academic writing ability with plagiarism rate. Additionally, academic writing ability has more influence on plagiarism rate than plagiarism awareness.

Iraqi EFL college students' awareness of plagiarism

The present study is an attempt to discover whether Iraqi EFL College Students are aware of research plagiarism or they are not. To manage this study the researchers set three questions, aims, and hypotheses. Thus they prepare a questionnaire (of five domains and 25 items) to be conducted on 116 male and female fourth year students from department of English/ College of Education/ University of Kerbala. The results show that they are unaware of plagiarism because they are not acquainted with the right way of avoiding plagiarism. A t-test has been use to show whether there are differences between males and females, and the result shows no statistical difference. Moreover, a set of conclusions such as students are not acquainted with the right way of documentation because the textbook is relatively old, they don't have enough practical training in writing research paper. Finally, recommendations have been presented such as: The instructors (whether professors or teachers) should focus on the ethical considerations in writing papers, the textbook should be updated occasionally to match the need of the new academic publishing requirements.

University students’ understandings, attitudes and experiences on plagiarism

With the speeding spread of the Internet, plagiarism is an emerging issue not only for the academic community but also for all educational and training institutions and organizations. However, this issue has not yet been considered comprehensively and seriously in Vietnam. To raise awareness of plagiarism and improve academic integrity, this study conducted a case study exploring this issue at a private international university in Ho Chi Minh City, Vietnam. Questionnaires were sent to 120 students in the Department of English Language. Results show that students lack appropriate understanding of plagiarism as well as skills to avoid it. The study also points out students’ attitudes towards plagiarism which has not been addressed before.&#x0D; &#x0D; Keywords: plagiarism, ghost-writing, copyright

GET CAUGHT IT OUT: The Awareness of Plagiarism among International Postgraduate Students while Studying Buddhist Studies in Sri Lanka

Plagiarism is believed as a behavioral problem of students in the field of academia and one of a centered question to both faculty and administration in universities and higher education institutions. Plagiarism directly influences the academic reputation of a higher education institution and equitable academic credit for their students. In recent years, several initiatives have been taken to control the reasons for involving academic dishonesty of students by the university authorities worldwide. Awareness of students in plagiarism is the foremost fact with regard to prevention. This study is conducted to determine the awareness about plagiarism of international students while they are studying in Sri Lanka. International students studying in the Post Graduate Institute of Pali &amp; Buddhist Studies (PGIPBS), University of Kelaniya were selected as research pillars. PGIPBS is a leading institute for Buddhist Studies and a great number of international students are pursuing higher degrees annually and most of them are coming from Asian countries. The methodology adopted for the study is survey design and a self - administrated questionnaire was used to obtain data from Sixty-four (64) international students. Result shows that international research students are extremely immature regarding plagiarism and even thirty-five percent (35%) of them could not understand the meaning of the term „plagiarism‟. The result of the study indicates that plagiarism found in a thesis is responsible only for the student itself, but both supervisor of that particular thesis and student are responsible. All respondents agreed that they need to acquire comprehensive knowledge on plagiarism and they like to participate when the PGIPBS commence an awareness session for plagiarism. The present study is to be one of the first studies that examine the awareness of plagiarism of international students studying in Sri Lanka.