International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
difference in their assessed cyber-plagiarism behaviors of fourth year education students. With the results
presented, it implies that the students response to the survey have high reliability. In other words, teachers
should find methods to deter cyber-plagiarism and other forms of academic dishonesty.
If these acts will be tolerated, it will lead to a greater damage when they became part of the scientific and
academic study. Keep in mind that plagiarized data are misleading and allow the perpetrator to gain undeserved
benefit ( Pupovac, et al., 2008 )
Table 3. Significant Difference in the Respondent's Extent of Cyber-plagiarism Behaviors of the Student
Indicator Computed Value Critical Value df p-value Decision Conclusion
Students and Teachers 1.745 2.12 16 0.142 Accept There is no
Observed Ratings & && && && Ho Significant
&& && && && && && Difference
Note: The amount of difference is significant at alpha 0.01 level. (sig. 2-tailed)
Significant Relationship in the Student- Respondents’ Extent of Awareness and
Extent of Committing Cyber-plagiarism
Table 4 presents the significant relationship between the fourth year education students’ extent of awareness
in cyber-plagiarism and extent of committing it. As reflected in the table below, the Pearson r Correlation
Coefficient is equivalent to .554 and interpreted as having positive moderate correlation. Thus, it may not
guarantee that high extent of awareness would lead to low or no cyber- plagiarism act on the part of the students.
These alarming findings should be given emphasis in the pedagogical process. In the European study conducted
by Pupovac et. al. (2008), students are generally aware that plagiarism is a form of dishonest behavior but they
still commit it. In these case, there is a big need to review the reasons why students cyber-plagiarize in order to
give light on how these challenges can be solved or if not be prevented.
Table 4. Significant Relationship of the Respondent's Extent of Cyber-plagiarism Awareness and Behaviors
&&
Indicator Computed Value Critical Value df
Degree of
Relationship Decision Conclusion
Awareness and && && && Positive Reject There is a
Act of 0.554 0.352 55 Moderate Ho Significant
Cyber- Plagiarism && && && Correlation Relationship
Note: The amount of difference is significant at alpha 0.01 level. (sig. 2-tailed)
Reasons of Committing Cyber-plagiarism
Table 5 explicates the top 10 reasons why students cyber-plagiarize. The least rank stated that the students
cheat in their paper works because they look for the easiest and fastest way to accomplish their task. The highest
rank goes to the lack of students’ understanding of the purpose and importance of accomplishing the paper
works in the attainment of their degree. Table 5. Top 10 Reasons Why Students Cyber-plagirize
1. Students look for the easy way out of completing the paper work
2. Insufficient amount of time was given to finish the task
3. Students poor time management
4. Lack of knowledge about what is allowed and what is not allowed by the teacher.
5. The assigned task or paper work is very difficult to accomplish.
6. The student is lazy.
7. The students want to pass the course at any price.
8 There is no clear criterion in grading the paper work.
9. The students lack knowledge in writing scientific and technical papers.
10. The student did not understand the purpose of the task or paper works.
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