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Investigating Teachers and Students' Perceptions of Academic Plagiarism at the University Level

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Title: Investigating Teachers and Students' Perceptions of Academic Plagiarism at the University Level
Language: English
Authors: Abdullah Al-Hashmi, Abdullah Al-Abri, Khalifa Al-Riyami
Source: International Education Studies. 2023 16(6):112-122.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Teacher Attitudes, Plagiarism, College Students, Perception
ISSN: 1913-9020
1913-9039
Abstract: Plagiarism is a prevalent issue in academic settings that demoralises the integrity of learning and assessment processes. This study aimed to explore students' perceptions towards plagiarism, their level of plagiarism awareness, the causes of plagiarism, and potential strategies to tackle this issue. Data was collected through surveys and interviews with both students (N = 267) and teachers (N = 4) at a university. The findings indicated that while students acknowledged plagiarism as unethical and detrimental to their learning progress, many lacked a clear understanding of what plagiarism involves. Students' level of plagiarism awareness did not necessarily develop as they progressed in their academic studies. The causes of plagiarism identified in the study included easy accessibility to online resources, a lack of research writing skills, cultural influences, and perceived time constraints. Teachers emphasized the importance of technical writing training, providing constructive feedback, and intensifying penalties as strategies to combat plagiarism. The study underscores the critical need for comprehensive educational interventions that enhance academic writing skills, promote time management and stress management, provide constructive feedback, and enforce clear plagiarism policies. Therefore, educational institutions should consider implementing a multifaceted approach, encompassing academic writing skill development to efficiently address plagiarism and promote academic integrity among students. Further research should involve policymakers and explore the effectiveness of interventions in reducing plagiarism rates.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1410442
Database: ERIC
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  Data: Investigating Teachers and Students' Perceptions of Academic Plagiarism at the University Level
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  Data: <searchLink fieldCode="SO" term="%22International+Education+Studies%22"><i>International Education Studies</i></searchLink>. 2023 16(6):112-122.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
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  Data: Plagiarism is a prevalent issue in academic settings that demoralises the integrity of learning and assessment processes. This study aimed to explore students' perceptions towards plagiarism, their level of plagiarism awareness, the causes of plagiarism, and potential strategies to tackle this issue. Data was collected through surveys and interviews with both students (N = 267) and teachers (N = 4) at a university. The findings indicated that while students acknowledged plagiarism as unethical and detrimental to their learning progress, many lacked a clear understanding of what plagiarism involves. Students' level of plagiarism awareness did not necessarily develop as they progressed in their academic studies. The causes of plagiarism identified in the study included easy accessibility to online resources, a lack of research writing skills, cultural influences, and perceived time constraints. Teachers emphasized the importance of technical writing training, providing constructive feedback, and intensifying penalties as strategies to combat plagiarism. The study underscores the critical need for comprehensive educational interventions that enhance academic writing skills, promote time management and stress management, provide constructive feedback, and enforce clear plagiarism policies. Therefore, educational institutions should consider implementing a multifaceted approach, encompassing academic writing skill development to efficiently address plagiarism and promote academic integrity among students. Further research should involve policymakers and explore the effectiveness of interventions in reducing plagiarism rates.
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      – Text: English
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      – SubjectFull: College Students
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