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

Abstract

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.

Tracer Study of Teacher Education Graduates of Western Philippines University - Puerto Princesa Campus: Basis for Curriculum Review and Revision

“…Today, high-quality education and graduate preparation are critical (Kankaew et al, 2021), especially for future teachers (Bautista & Pentang, 2022;Domingo et al, 2021;Pentang et al, 2021). In pursuit of its commitment towards sustainable development (Pentang, 2021), the Western Philippines University -College of Education (WPU-CED) is strongly engaged in developing quality teacher education graduates ready for local and global employment.…”

“…This can be related to the results of Domingo et al (2021) and Pentang et al (2021), where teacher education students do not possess problem-solving, critical thinking, and comprehension skills. TEIs may further put a value on academic integrity (Bautista & Pentang, 2022) which binds all the skills together.…”

Modular Learning Efficiency: Learner’s Attitude and Performance Towards Self-Learning Modules

“…In the Philippines, where face-to-face interaction is not yet possible (Agaton & Cueto, 2021) and online learning is challenging in the province of Palawan (Agayon et al, 2022), MDL is currently being implemented. Though it contests academic integrity among learners (Bautista & Pentang, 2022) and may heighten learners' demotivation (Bordeos, 2021), MDL engages the use of self-learning modules (SLMs) which encourages independent and self-paced learning. It focuses on learning outcomes, and its effectiveness is determined by the ability to connect learner performance and course design to the outcomes (Friestad-Tate et al, 2014).…”

Influencing Factors and Current Approaches to Academic Dishonesty in the Philippines during COVID-19 Pandemic: an Overview

“…However, another concern that proliferated as the pandemic school years forced students to attend classes, finish their modules, and study was the proliferation of academic dishonesty (Moralista & Oducado, 2020;Pagaddu, 2021;Lopena et al, 2021;Aguilar et al, 2021;Frigillano, 2021;Galang et al, 2021;Balba & Caingcoy, 2021;Alvarez et al, 2022;Bautista & Pentang, 2022;Pandan & Lomibao, 2022;Revilla & Libre, 2022;San Jose, 2022). Briefly, academic dishonesty was defined as "an act of fraud that violates the ethics of academic honesty in schools and will damage public trust in educational institutions" (Yang et al, 2017, as cited in Cardina et al, 2022.…”