International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Discussion and Conclusion
Based on the findings of the study, the following conclusions were made.
1. Google is the most commonly used search engine by the students in making paper works.
2. The fourth year education students have high extent of awareness in the cyber-plagiarism behaviors.
3. Majority of the fourth year education students committed cyber-plagiarism more often in making and
submitting their paper works.
4. Teachers also observed that most of the students commit cyber-plagiarism very often in their submitted
paper works.
5. There were ten most common reasons why students in commit cyber-plagiarism. Some of their reasons
are; a) they cyber – plagiarize in their paper works because they look for the easiest and fastest way to
accomplish their task; and b) the lack of students’ understanding of the purpose and importance of
accomplishing the paper works in the attainment of their degree.
6. There is a moderate correlation between the students’ extent of awareness and committing cyberplagiarism
in preparing and submitting paper works.
7. There is no significant difference in students and teachers assessment of the cyber-plagiarism behaviors
of fourth year education students.
8. The following strategies were formulated and collated by the researcher in order to help schools
specifically Teacher Education Institutions to take proactive role in the pedagogical challenges of
cyber-plagiarism based on the cited literature and the findings of the study.
Anti-cyber-plagiarism in Education Strategies ( ACES )
8.1 Self- Preventive Techniques for Students
a) Be aware of the rules and regulations on cyber-plagiarism and other academic integrity concerns
based on the students handbook.
b) Learn the expected outcome of doing the paper works.
c) Know and understand the criteria and rubrics in assessing your work.
d) Understand the instructions and guidelines in accomplishing the paper works.
e) Learn how to paraphrase passages and quotation.
f) Cite the references correctly.
8.2 For Teachers
a) Distribute worksheets and discuss about plagiarism, consequences, right behavior and selfpreventive
techniques.
b) For the students’ awareness strategy, make them understand the relevance, expected outcomes, rules,
guidelines, and criteria for grading the assigned paper works. In other words, make the assignment or
project clear on the part of the students.
c) For the early detection of cyber-plagiarism, look for the common clues; know where the resources
are; make an initial search in the google; and use a plagiarism detector software.
d) Give the students ample time to finish the assigned paper works. Teachers can provide a Ghantt
Chart to monitor the progress of the paper works.
8.3 For the Administrators and Educational Leaders
a) formulate specific rules and sanctions on cyber-plagiarism instead of using the general term
academic honesty and integrity.
b) encourage the teachers to provide the syllabus for the explanation expected outcome, properly use of
the rubrics and explaining cyber-plagiarism in the similar context.
References
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Conradson, Stacey and Ramos (2004). Computers, Internet and Cheating among Secondary School Students:
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Downie, N. and Heath, R., Basic Statistical Methods. (1984), Harper and Row, Publishers, Inc. New York.
5 th Ed.
Duka, C. (2008). The Law and the Teaching Profession in the Philippines.C & E Publishing, Inc., Quezon City,
Philippines.
Eysenbach, G. (2000). Report of a case of cyber-plagiarism – and reflections on detecting and preventing
academic misconduct Using the Internet. University of Heisenberg, Department of Clinical Social
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