Assessing and Evaluating the Nature and Extent of Plagiarism in One Course at a Southern African Christian College in Kitwe, Zambia

Abstract

A guest instructor at a Southern African Christian college in Kitwe, Zambia incorporated a tutorial in academic literacy and integrity into his course syllabus and assessed its effects through a syllabus quiz, end-of-class evaluation, and examination of student papers. Citation knowledge improved but plagiarism persisted. Subsequent in-depth analysis of plagiarized student writings yielded taxonomies of poor English, poor academic writing, tell-tale plagiarism indicators, and characteristics of plagiarism and fabrication present in student writings. Plagiarizing students were graded on their plagiarism. Three classes of plagiarizing students were identified. The researcher concluded something other than lack of knowledge was driving plagiarizing behaviours. If plagiarism results from deficiencies in knowledge, ability, or motivation, the driving forces seemed to reside in ability and/or motivation rather than citation knowledge. The researcher concluded plagiarism was grades-driven. A literature review identified pedagogical and moral perspectives of plagiarism. The researcher concluded plagiarism must be viewed and addressed through twin pedagogical and moral lenses, all instructors should view promoting academic literacy and integrity as integral to their job, and more attention should be paid to the role of the bibliography or Works Cited when assessing for plagiarism.