Investigating the use of educational intervention to reduce plagiarism act in ESL undergraduates academic writing
<p>One of the plagiarism acts that commonly occur among undergraduates is the</p><p>unintentional plagiarism. This could happen due to their lack of knowledge on how to</p><p>write references correctly. Therefore, this study was c...
Saved in:
| Main Author: | |
|---|---|
| Format: | thesis |
| Language: | eng |
| Published: |
2023
|
| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=10004 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | <p>One of the plagiarism acts that commonly occur among undergraduates is the</p><p>unintentional plagiarism. This could happen due to their lack of knowledge on how to</p><p>write references correctly. Therefore, this study was conducted to investigate the</p><p>effectiveness of using the Educational Intervention (EI) (Smedley et al., 2015) to reduce</p><p>plagiarism act among ESL undergraduates (70 undergraduates) taking the PPU 6022</p><p>Academic Writing course at one of the private institutions in Perak. In this study, quasi-</p><p>experimental design was used to gather the quantitative data by using the Avoiding</p><p>Plagiarism Test (APT) and collection of exercises and assignments. Meanwhile focus</p><p>group interview was used to collect the qualitative data. The result of one way ANOVA</p><p>for the post-tests between the experimental group and the control group are</p><p>(F(1,68)=10.593, p=.002) for writing in-text citation, (F(1,68)=21.975, p=.000) for</p><p>paraphrasing and (F(1,68)= 8.011, p =.006) for writing a reference list using APA style.</p><p>The analysis showed that the improvements of the experimental group was higher and</p><p>significantly different to the control group. Meanwhile, the results of the repeated</p><p>measures ANOVA for the gathered exercises and assignments of the experimental</p><p>group are (F(2,68)=1.139, p=.326) for writing in-text citation, (F(2,68)=48.561,</p><p>p=.000) for paraphrasing and (F(2,68)=.729, p=.486) for writing a reference list using</p><p>APA style. This showed that the participants in the experimental group demonstrated</p><p>improvements in their referencing skills however the improvements were not</p><p>statistically significant except for paraphrasing. Besides, the analysis of focus group</p><p>interview reported positive response towards the use of EI in improving their</p><p>referencing skills. Overall, it can be concluded that the intervention was effective in</p><p>improving ESL undergraduates referencing skills however it can be improved to</p><p>achieve its optimum capability. This is an important study as it offers an initiative to</p><p>combat plagiarism acts amongst undergraduates at tertiary education.</p> |
|---|