The Effectiveness of an Online Plagiarism Intervention Module
Department
Psychological Science
Major
Psychological Science
Research Advisor
Henslee, Amber M.
Advisor's Department
Psychological Science
Funding Source
Missouri S& T Opportunities for Undergraduate Research Experiences (OURE) Program
Abstract
More than half of all college undergraduates engage in academic dishonesty. Specifically, it is likely that plagiarism is more common than reported. The current study evaluated the effectiveness of an online academic integrity module (Group A) compared to a recorded online lecture (Group B). Thirty-six undergraduate psychology students were randomized to two groups. Participants in both groups completed an 11-item mastery-based quiz assessing their understanding of academic dishonesty. We hypothesized that students in Group A would exhibit fewer incidents of plagiarism and complete the quiz with fewer attempts as compared to Group B. Results revealed no statistically significant difference in incidents of plagiarism between the groups (X2 (1, N = 33) = .081, p = .78). A correlational analysis revealed a significant positive relation between the number of quiz attempts and the number of plagiarism incidents (r (31) = .388, p = .03).
Biography
Jacob is a Psychology major at the Missouri University of Science and Technology. As an undergraduate he has had the opportunity to be involved with various research projects. He has been a paid research assistant for Dr. Nancy Stone, a paid research assistant for the Army Research Lab in Maryland, a research assistant in Dr. Amber Henslee's lab on College Student Drinking, and is currently working on his OURE on a Plagiarism Intervention Program with Dr. Amber Henslee. Jacob plans to attend graduate school for his Ph.D. in Neuroscience, and later hopes to become a professor and researcher at the collegiate level.
Research Category
Social Sciences
Presentation Type
Poster Presentation
Document Type
Poster
Award
Social sciences poster session, Third place
Location
Upper Atrium/Hallway
Presentation Date
03 Apr 2013, 1:00 pm - 3:00 pm
The Effectiveness of an Online Plagiarism Intervention Module
Upper Atrium/Hallway
More than half of all college undergraduates engage in academic dishonesty. Specifically, it is likely that plagiarism is more common than reported. The current study evaluated the effectiveness of an online academic integrity module (Group A) compared to a recorded online lecture (Group B). Thirty-six undergraduate psychology students were randomized to two groups. Participants in both groups completed an 11-item mastery-based quiz assessing their understanding of academic dishonesty. We hypothesized that students in Group A would exhibit fewer incidents of plagiarism and complete the quiz with fewer attempts as compared to Group B. Results revealed no statistically significant difference in incidents of plagiarism between the groups (X2 (1, N = 33) = .081, p = .78). A correlational analysis revealed a significant positive relation between the number of quiz attempts and the number of plagiarism incidents (r (31) = .388, p = .03).
