1. I started the activity on 9/9/16 at 3:06 pm and completed it on 9/11/16 at 5:45 pm.
2. I had to look up cryptomnesia, which is when one forgets to cite a source because of losing track of a source and then remembering the thought as an original idea (Cryptomnesia, 2011).
3. I know that the source is scholarly and credible because it was published by a well-known and respected journal and has the authors’ credentials.
4. The author is a respected authority on the topic and has published several articles. His work has been cited by many other researchers.
5. What reasons do students give for cheating? What can be done to prevent plagiarism? (Sisti, 2007)
6. Several other studies have been done with college students using surveys. The students …show more content…
The researcher gathered 160 students from high school and asked them to complete a survey on their habits, which he then used to draw conclusions about the students (Sisti, 2007).
9. He selected 160 high school students at random, asked for parental permission, presented them with a survey, explained that the answers were not monitored by the teachers, study goals, and use, and asked them to complete the survey (Sisti, 2007). The measures were taken from the 19 open-ended and fixed-response questions, and the two types of cheating (copy-paste and paper purchasing) were measured by the percent of students responding with a particular answer (Sisti, 2007).
10. The researcher found that “58% used the internet 2 to 4 hours, 82.5% used half of time for school work, and 98% used it for homework or research papers” (Sisti, 2007, pp. 221). The majority of students (54%) reported mentioning where they got their information, 35% reported copying and pasting without citing, and 46% considered it cheating (Sisti, 2007). The 46% were then used to find the most common reason for cheating (Sisti, 2007). The main reason reported was not having enough time at 28. 1%, followed by unpreparedness at 26.3%, and disinterest in topic at 21. 1% for the top three in the copy-paste plagiarism category (Sisti, 2007). In the paper purchasing, the only 2% reported purchasing a paper at some point in time, so the 98% who did not purchase a paper were asked why they did not purchase a paper (Sisti, 2007). …show more content…
The results answered the question as to the most common reasons for cheating by discovering time was the main excuse followed by preparedness and disinterest respectively (Sisti, 2007). The question concerning most used method was answered in part, but with limitations as only two possible methods were studied: copy-paste and paper purchasing (Sisti, 2007). The inquiry to perceptions of plagiarism on the students’ parts was answered to an extent as well, but limited as only those with a certain response were asked about their reasoning, for example, the 98% who did not purchase a paper being asked why they did not purchase (Sisti,
2. I had to look up cryptomnesia, which is when one forgets to cite a source because of losing track of a source and then remembering the thought as an original idea (Cryptomnesia, 2011).
3. I know that the source is scholarly and credible because it was published by a well-known and respected journal and has the authors’ credentials.
4. The author is a respected authority on the topic and has published several articles. His work has been cited by many other researchers.
5. What reasons do students give for cheating? What can be done to prevent plagiarism? (Sisti, 2007)
6. Several other studies have been done with college students using surveys. The students …show more content…
The researcher gathered 160 students from high school and asked them to complete a survey on their habits, which he then used to draw conclusions about the students (Sisti, 2007).
9. He selected 160 high school students at random, asked for parental permission, presented them with a survey, explained that the answers were not monitored by the teachers, study goals, and use, and asked them to complete the survey (Sisti, 2007). The measures were taken from the 19 open-ended and fixed-response questions, and the two types of cheating (copy-paste and paper purchasing) were measured by the percent of students responding with a particular answer (Sisti, 2007).
10. The researcher found that “58% used the internet 2 to 4 hours, 82.5% used half of time for school work, and 98% used it for homework or research papers” (Sisti, 2007, pp. 221). The majority of students (54%) reported mentioning where they got their information, 35% reported copying and pasting without citing, and 46% considered it cheating (Sisti, 2007). The 46% were then used to find the most common reason for cheating (Sisti, 2007). The main reason reported was not having enough time at 28. 1%, followed by unpreparedness at 26.3%, and disinterest in topic at 21. 1% for the top three in the copy-paste plagiarism category (Sisti, 2007). In the paper purchasing, the only 2% reported purchasing a paper at some point in time, so the 98% who did not purchase a paper were asked why they did not purchase a paper (Sisti, 2007). …show more content…
The results answered the question as to the most common reasons for cheating by discovering time was the main excuse followed by preparedness and disinterest respectively (Sisti, 2007). The question concerning most used method was answered in part, but with limitations as only two possible methods were studied: copy-paste and paper purchasing (Sisti, 2007). The inquiry to perceptions of plagiarism on the students’ parts was answered to an extent as well, but limited as only those with a certain response were asked about their reasoning, for example, the 98% who did not purchase a paper being asked why they did not purchase (Sisti,