Effectiveness of i_map in preventing academic plagiarism at a college level
DOI:
https://doi.org/10.5377/paradigma.v24i38.6767Keywords:
i_map, plagiarism, essays, paraphrasing, citationAbstract
Academic plagiarism is a common and widespread practice among university students. Traditionally, this topic has been approached through studies that determine the factors that cause such practice, without delving into effective strategies to prevent it. Therefore, for this study we used a novel strategy called i_map, that reduces academic plagiarism through the strengthening of the search and information management skills, documentation of the research process and generation of own ideas by the student.
The objective of this study was to determine and compare the effectiveness of i_map in the prevention of academic plagiarism with traditional strategies such as the reinforcement in paraphrasing and quoted text. The research was developed in three pedagogical spaces of the natural sciences career of CUED-UPNFM, each space was differentiated according to the type of strategy used (i_map, workshops of paraphrasing and textual citations, control team) for the development of academic essays. A total of 74 essays were analyzed. Data analysis was performed using a single-factor ANOVA and Welch test. The lowest levels of plagiarism (p = 0.0003246) and the highest mean values of cited academic sources (p = 0.0100) were recorded in the works of students who used i_map. This study concludes the effectiveness, statistically significant, of the use of i_map in the prevention of academic plagiarism; thus, we suggest the inclusion of this strategy as a tool to prevent such practice and at the same time to improve written assignments.
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