Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Forde, Connie.

Committee Member

Olinzock, Anthony A.

Committee Member

Prince, Debra L.

Committee Member

Adams, James H.

Date of Degree

5-11-2013

Original embargo terms

MSU Only Indefinitely

Document Type

Dissertation - Campus Access Only

Major

Instructional Systems and Workforce Development

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Instructional Systems and Workforce Development

Abstract

The researcher of this quasi-experimental 2 x 2 factorial design study investigated the impact of an academic integrity module and Turnitin on undergraduate student similarity index scores. Similarity index scores were used to measure suggested plagiarism rates of student papers. The purposive sample was made up of 96 undergraduate education students enrolled in four sections of the same course in a Southeastern university. One main factor was submitting assignments through Turnitin, with two levels: yes or no. The second factor was completing the academic integrity module, with two levels: yes or no. The four intact groups were randomly assigned to the main factors. Although the findings from this study indicated that neither main factor nor their interaction were statistically significant at the .05 alpha level, the mean similarity index score of participants who submitted their paper through Turnitin was lower than the mean similarity index score of participants who did not submit their papers through Turnitin. Similarly, the mean similarity index score of participants who completed the academic integrity module was lower than the mean similarity index score of participants who did not complete the academic integrity module. Although not at the statistically significant level, the plagiarism rate as measured by the mean similarity index score of the group of participants who completed the academic integrity module and submitted papers through Turnitin was the lowest followed by the group of participants that completed the academic integrity module but did not submit papers through Turnitin, then the group of participants that did not complete the academic integrity module and did not submit papers through Turnitin. The group of participants who did not complete the academic integrity module but submitted papers through Turnitin had the highest mean similar index score suggesting a higher plagiarism rate as compared to the other groups. Finally, the researcher acknowledged the limitations of this study and made recommendations for future consideration. Other variables such as gender, demographics, major, and credit hours completed could be investigated. Replication of the study is recommended. Also, a qualitative approach could enhance future studies.

URI

https://hdl.handle.net/11668/16634

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