Skills training to avoid inadvertent plagiarism: results from a randomised control study

Fiona Joy Newton, Jill Dianne Wright, Joshua Daniel Newton

Research output: Contribution to journalArticleResearchpeer-review

26 Citations (Scopus)

Abstract

Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism.
Original languageEnglish
Pages (from-to)1180 - 1193
Number of pages14
JournalHigher Education Research & Development
Volume33
Issue number6
DOIs
Publication statusPublished - 2014

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