Chao(2009) An article that is well researched page 1 of 2
In the article below, The Authors clearly demonstrated they know the proper way to do research and this has nothing to do with what question is actually being researched,
It is clear that the authors
*Used proper referencing
*Dealt with a specific problem instead of just giving broad definitions like MOST students do in assignments and exams
this is great for the first part of an undergraduate course but it is not acceptable when you are doing a postgraduate course or proper research
*They did an appropriate search for other articles, Most of the articles have a clear connection with the specific problem being studied
These points are very important for the 30% section of the exam that does not use formulas and the 20% , 2500 word essay due week 12.
Chao, C., Wilhelm, W. J., & Neureuther, B. D. (2009). A STUDY OF ELECTRONIC DETECTION AND PEDAGOGICAL APPROACHES FOR REDUCING PLAGIARISM. Delta Pi Epsilon Journal, 51(1), 31-42.
Abstract
Plagiarism is an increasing problem in high schools and universities. To address the issue of how to teach students not to plagiarize, this study examined several pedagogical approaches for reducing plagiarism and the use of Turnitin, an online plagiarism detection software. The study found a significant difference between the control group and one instructional treatment group that was reflected in the reduced level of plagiarized text. This finding indicates that the lack of knowledge in proper documentation and paraphrasing is a primary reason why some students plagiarize, albeit perhaps inadvertently. Implications point to the need for consistent in-depth instruction in proper quotation, citation, and paraphrasing techniques.
Introduction
Studies on various forms of academic dishonesty such as cheating on examinations and plagiarism have appeared in academic journals for over 60 years. The rates of student cheating reported in these studies ranged from 23%
in 1941 as reported by Drake to 59% in 1964 (Hetherington & Feldman) to 76% in 1992 (Davis, Grover, Becker, & McGregor). Similar to cheating, plagiarism is a growing problem. According to a 1999 Center for Academic Integrity survey that included over 12,000 students on 48 different college campuses, 10% of the students admitted to using other peoples ideas and words without proper citation (McCabe, Trevino, & Butterfield, 2001). In a later study (McCabe, 2005), 40% of the students surveyed admitted to plagiarism. Research has shown that plagiarism in the form of copying text from electronic documents available through the Internet and other electronic sources is an increasing problem in universities as well as high schools (Larkham & Manns, 2002; McCabe, Trevino & Butterfield,
, The introduction is quite long so I will skip to the end, notice that at the end of introduction there is a discussion about the purpose of the study
The purpose of this study was to determine the longer-term impact of plagiarism-prevention instructions on student performance on graded writing assignments. The hypothesis of this study was that there would be significant differences among student groups that received no instructional treatments and two different levels of instructional treatments on avoiding plagiarism. This study was based on the premise that some students plagiarize because they have underdeveloped paraphrasing skills and they may not know when and how to acknowledge secondary research in their writing
Body
See original document for full body just enter the title on ebsco, it basically said that there was a lower proportion of plagirarism in the semesters where student were given a lesson on turnitin, And a relevant hypothesis test and p-value was calculated. Since the argument in the argument was supported by a p-value and p-value uses formula the body of the article used Quantitative research methods, You have to demonstrate you understand the difference between Quantitative and Qualitative methods and state which is more appropriate, Using mixed methods is commonly a good approach
Chao(2009) An article that is well researched page 2 of 2
An example of using quantitative research methods on a sample and numerical summary of a sample, taken from
Chao, C., Wilhelm, W. J., & Neureuther, B. D. (2009). A STUDY OF ELECTRONIC DETECTION AND PEDAGOGICAL APPROACHES FOR REDUCING PLAGIARISM. Delta Pi Epsilon Journal, 51(1), 31-42
The turnitin matches of the assingments of students in 3 different groups was collected
Control Group
The control group received minimal instruction about avoiding plagiarism
Level 1 test group
While there were explicit instructions given to the students in this group to employ proper paraphrasing techniques, there were no activities that made students practice paraphrasing techniques. To familiarize students with the Turnitin plagiarism detection software, an originality report of an anonymous previous students written submission was shown and discussed during class as a negative example.
Level 2 Test Group
the same as level 1 , Except that they had and additional exercise in which students paraphrased two paragraphs. The exercise was graded by the
instructor and returned to the students along with detailed feedback.
Results
Study groups
n
Mean turnitin match
Standard deviation
Control
33
5.45
8.74
Level 1 test group
42
2.29
5.452
Level 2 test
41
1.9
4.51
Quantitative Analysis
Use computer to perform an ANOVA (the formula is very long so use a computer instead of doing it by hand)
H0: µ1= µ2= µ3 H1: at least one difference
.jpg”>
, the p-value=0.0372 is less than the default significance level?=0.05 so reject H0 because there is strong evidence at least one of the means is different
To test the hypothesis that there would be significant differences among the control group and the two experimental groups, a one-way ANOVA was used to compare the percentages of plagiarized text. As shown in Table 2, the control group had a much higher average percentage of plagiarism (5.45%) than the experimental groups. The result of the ANOVA test was significant (? = .05), p= .037
A general overview of a literature review
Part of the first part of a journal article is similar to a literature review because the following aspects of a literature review are highly desirable and they convince the reader the journal article has authority .youtube.com/watch?v=GpErYDb6PsY”>http://www.youtube.com/watch?v=GpErYDb6PsY 10:04
.jpg”>
Tip for section 2
Given below is a slide of the goals of a literature review, The introduction to most journal articles has the same goal so discuss this briefly in the 2500 essay,
.youtube.com/watch?v=GpErYDb6PsY”>http://www.youtube.com/watch?v=GpErYDb6PsY 14:00
.jpg”>
Note that if an the article is short they only deal with one topic so there is no need for practical headings
Tip for discussing authority of articles in section 1 and 3
When looking at the articles Check if the introduction to the article avoids common errors that novice researchers makes , If the introduction has these errors then the article lacks authority
.youtube.com/watch?v=GpErYDb6PsY”>http://www.youtube.com/watch?v=GpErYDb6PsY 23:41
.jpg”>
So academic research is different to real life, In real life you can have conversations with the smartest of your colleagues but that is not appropriate research article, In a research article you must cite other peer reviewed journal articles
Also academic research is different to undergraduate studies it is not appropriate to mainly rely on an introductory textbook.
Brief example of section 4
Example
All 5 of the articles below specifically address the question How to teach the concept of p-value using simulations (I suggest students pick an easier question, section can be about ANY question as long as it is specific)
Briand, G., & Hill, R. C. (2013). Teaching basic econometric concepts using Monte Carlo simulations in Excel. International Review of Economics Education, 12, 60-79.
Budgett, S., Pfannkuch, M., Regan, M., & Wild, C. J. (2012). Dynamic visualizations for inference. International Association of Statistcial Education Roundtable Conference July.
McDaniel, S. N., & Green, L. (2012a). Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics. Technology Innovations in Statistics Education, 6(1).
McDaniel, S. N., & Green, L. B. (2012b). Using Applets and Video Instruction to Foster Students’ Understanding of Sampling Variability. Technology Innovations in Statistics Education, 6(1).
Pollatsek, A., & Konold, C. (1991). Randomness is well enough understood to be misunderstood. Journal Of Behavioral Decision Making, 4(3), 218-220.
2) Give a very brief discussion of each of the articles (skim the abstract or introduction)
Both Budgett(2012) and McDaniel(2012b) agree than students struggle to understand the concept of p-value you can use simulations to convince students that it is possible to give a method for finding the percentile of a test statistic using that test statistic, It does not matter that you do not actually know the distribution of what you are sampling.
Budgett(2012) cites and paraphrases many articles that explain why the way a university usually teaches students what a p-value is causes misconceptions about what a p-value and proposes a new method for teaching p-value
McDaniel (2012a) gives a warning that using simulations can teach students about p-value however the students need a lot of guidance.
McDaniel(2012b) explains that students are not aware of the most important concepts of sampling distribution so they cannot really understand any major concept in statistics, The article also explains that a good way to teach the major concepts is to show the students sampling distributions.
Pollatsek(1991) Argues that the major misunderstanding of probability is that they believe in the Gamblers fallacy you can check if students believe in the gamblers fallacy by showing them a simple simulation of tossing coins, When there are 5 heads in a row you can ask is the what is the probability the next coin is a head.
3) Look at YOUR discussion of the articles and discuss a gap
The discussion above does not mention on the main reasons students struggle with p-value , Students expect to understand p-value by simply reading the formal definition the and they dont slowly try and understand p-value without carefully looking at data which used to calculate the p-value. To overcome this problem you can give the students the following warnings.
Another problem students have is they are not aware that it is very important to discuss the reliability of instruments, You can encourage students to look at a simulation and understand that a hypothesis test is the standard form for discussing reliability, A Hypothesis test is a procedure developed by people that have a much better understanding of reliability than a typical researcher so students must copy the method exactly, there answer is in standard form,
To aid understanding of p-value you could also point out that reliability needs you consider how your numbers would be different to another researcher that used a different sample, So reliability is a way of comparing you work to other people,
A common way of doing this is using percentiles and the p-value is a percentile, the p-value is a percentile of p-value if the null hypothesis is true.
Another fact that students do not understand on is the fact that p-value is a probability. So another way of testing if simulations help students understand what a p-value is would be to give a survey asking the students how a p-value is similar and different to the following statement of probability If am going to throw 10 coins the probability I will get 10 heads is 0.001 then you could get students to look at a then take another survey and see if the results improve
Example of turnitin
To understand the two articles that discuss how to reduce plagiarism by discussing turnitin reports look at the following.
Sample Turnitin report, Stutent should submit their answer to the 0.5% turnitin task so they can look at their own turnitin report.
.jpg”>
Chao(2009) An article that is well researched page 1 of 2
In the article below, The Authors clearly demonstrated they know the proper way to do research and this has nothing to do with what question is actually being researched,
It is clear that the authors
*Used proper referencing
*Dealt with a specific problem instead of just giving broad definitions like MOST students do in assignments and exams
this is great for the first part of an undergraduate course but it is not acceptable when you are doing a postgraduate course or proper research
*They did an appropriate search for other articles, Most of the articles have a clear connection with the specific problem being studied
These points are very important for the 30% section of the exam that does not use formulas and the 20% , 2500 word essay due week 12.
Chao, C., Wilhelm, W. J., & Neureuther, B. D. (2009). A STUDY OF ELECTRONIC DETECTION AND PEDAGOGICAL APPROACHES FOR REDUCING PLAGIARISM. Delta Pi Epsilon Journal, 51(1), 31-42.
Abstract
Plagiarism is an increasing problem in high schools and universities. To address the issue of how to teach students not to plagiarize, this study examined several pedagogical approaches for reducing plagiarism and the use of Turnitin, an online plagiarism detection software. The study found a significant difference between the control group and one instructional treatment group that was reflected in the reduced level of plagiarized text. This finding indicates that the lack of knowledge in proper documentation and paraphrasing is a primary reason why some students plagiarize, albeit perhaps inadvertently. Implications point to the need for consistent in-depth instruction in proper quotation, citation, and paraphrasing techniques.
Introduction
Studies on various forms of academic dishonesty such as cheating on examinations and plagiarism have appeared in academic journals for over 60 years. The rates of student cheating reported in these studies ranged from 23%
in 1941 as reported by Drake to 59% in 1964 (Hetherington & Feldman) to 76% in 1992 (Davis, Grover, Becker, & McGregor). Similar to cheating, plagiarism is a growing problem. According to a 1999 Center for Academic Integrity survey that included over 12,000 students on 48 different college campuses, 10% of the students admitted to using other peoples ideas and words without proper citation (McCabe, Trevino, & Butterfield, 2001). In a later study (McCabe, 2005), 40% of the students surveyed admitted to plagiarism. Research has shown that plagiarism in the form of copying text from electronic documents available through the Internet and other electronic sources is an increasing problem in universities as well as high schools (Larkham & Manns, 2002; McCabe, Trevino & Butterfield,
, The introduction is quite long so I will skip to the end, notice that at the end of introduction there is a discussion about the purpose of the study
The purpose of this study was to determine the longer-term impact of plagiarism-prevention instructions on student performance on graded writing assignments. The hypothesis of this study was that there would be significant differences among student groups that received no instructional treatments and two different levels of instructional treatments on avoiding plagiarism. This study was based on the premise that some students plagiarize because they have underdeveloped paraphrasing skills and they may not know when and how to acknowledge secondary research in their writing
Body
See original document for full body just enter the title on ebsco, it basically said that there was a lower proportion of plagirarism in the semesters where student were given a lesson on turnitin, And a relevant hypothesis test and p-value was calculated. Since the argument in the argument was supported by a p-value and p-value uses formula the body of the article used Quantitative research methods, You have to demonstrate you understand the difference between Quantitative and Qualitative methods and state which is more appropriate, Using mixed methods is commonly a good approach
Chao(2009) An article that is well researched page 2 of 2
An example of using quantitative research methods on a sample and numerical summary of a sample, taken from
Chao, C., Wilhelm, W. J., & Neureuther, B. D. (2009). A STUDY OF ELECTRONIC DETECTION AND PEDAGOGICAL APPROACHES FOR REDUCING PLAGIARISM. Delta Pi Epsilon Journal, 51(1), 31-42
The turnitin matches of the assingments of students in 3 different groups was collected
Control Group
The control group received minimal instruction about avoiding plagiarism
Level 1 test group
While there were explicit instructions given to the students in this group to employ proper paraphrasing techniques, there were no activities that made students practice paraphrasing techniques. To familiarize students with the Turnitin plagiarism detection software, an originality report of an anonymous previous students written submission was shown and discussed during class as a negative example.
Level 2 Test Group
the same as level 1 , Except that they had and additional exercise in which students paraphrased two paragraphs. The exercise was graded by the
instructor and returned to the students along with detailed feedback.
Results
Study groups
n
Mean turnitin match
Standard deviation
Control
33
5.45
8.74
Level 1 test group
42
2.29
5.452
Level 2 test
41
1.9
4.51
Quantitative Analysis
Use computer to perform an ANOVA (the formula is very long so use a computer instead of doing it by hand)
H0: µ1= µ2= µ3 H1: at least one difference
.jpg”>
, the p-value=0.0372 is less than the default significance level?=0.05 so reject H0 because there is strong evidence at least one of the means is different
To test the hypothesis that there would be significant differences among the control group and the two experimental groups, a one-way ANOVA was used to compare the percentages of plagiarized text. As shown in Table 2, the control group had a much higher average percentage of plagiarism (5.45%) than the experimental groups. The result of the ANOVA test was significant (? = .05), p= .037
A general overview of a literature review
Part of the first part of a journal article is similar to a literature review because the following aspects of a literature review are highly desirable and they convince the reader the journal article has authority .youtube.com/watch?v=GpErYDb6PsY”>http://www.youtube.com/watch?v=GpErYDb6PsY 10:04
.jpg”>
Tip for section 2
Given below is a slide of the goals of a literature review, The introduction to most journal articles has the same goal so discuss this briefly in the 2500 essay,
.youtube.com/watch?v=GpErYDb6PsY”>http://www.youtube.com/watch?v=GpErYDb6PsY 14:00
.jpg”>
Note that if an the article is short they only deal with one topic so there is no need for practical headings
Tip for discussing authority of articles in section 1 and 3
When looking at the articles Check if the introduction to the article avoids common errors that novice researchers makes , If the introduction has these errors then the article lacks authority
.youtube.com/watch?v=GpErYDb6PsY”>http://www.youtube.com/watch?v=GpErYDb6PsY 23:41
.jpg”>
So academic research is different to real life, In real life you can have conversations with the smartest of your colleagues but that is not appropriate research article, In a research article you must cite other peer reviewed journal articles
Also academic research is different to undergraduate studies it is not appropriate to mainly rely on an introductory textbook.
Brief example of section 4
Example
All 5 of the articles below specifically address the question How to teach the concept of p-value using simulations (I suggest students pick an easier question, section can be about ANY question as long as it is specific)
Briand, G., & Hill, R. C. (2013). Teaching basic econometric concepts using Monte Carlo simulations in Excel. International Review of Economics Education, 12, 60-79.
Budgett, S., Pfannkuch, M., Regan, M., & Wild, C. J. (2012). Dynamic visualizations for inference. International Association of Statistcial Education Roundtable Conference July.
McDaniel, S. N., & Green, L. (2012a). Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics. Technology Innovations in Statistics Education, 6(1).
McDaniel, S. N., & Green, L. B. (2012b). Using Applets and Video Instruction to Foster Students’ Understanding of Sampling Variability. Technology Innovations in Statistics Education, 6(1).
Pollatsek, A., & Konold, C. (1991). Randomness is well enough understood to be misunderstood. Journal Of Behavioral Decision Making, 4(3), 218-220.
2) Give a very brief discussion of each of the articles (skim the abstract or introduction)
Both Budgett(2012) and McDaniel(2012b) agree than students struggle to understand the concept of p-value you can use simulations to convince students that it is possible to give a method for finding the percentile of a test statistic using that test statistic, It does not matter that you do not actually know the distribution of what you are sampling.
Budgett(2012) cites and paraphrases many articles that explain why the way a university usually teaches students what a p-value is causes misconceptions about what a p-value and proposes a new method for teaching p-value
McDaniel (2012a) gives a warning that using simulations can teach students about p-value however the students need a lot of guidance.
McDaniel(2012b) explains that students are not aware of the most important concepts of sampling distribution so they cannot really understand any major concept in statistics, The article also explains that a good way to teach the major concepts is to show the students sampling distributions.
Pollatsek(1991) Argues that the major misunderstanding of probability is that they believe in the Gamblers fallacy you can check if students believe in the gamblers fallacy by showing them a simple simulation of tossing coins, When there are 5 heads in a row you can ask is the what is the probability the next coin is a head.
3) Look at YOUR discussion of the articles and discuss a gap
The discussion above does not mention on the main reasons students struggle with p-value , Students expect to understand p-value by simply reading the formal definition the and they dont slowly try and understand p-value without carefully looking at data which used to calculate the p-value. To overcome this problem you can give the students the following warnings.
Another problem students have is they are not aware that it is very important to discuss the reliability of instruments, You can encourage students to look at a simulation and understand that a hypothesis test is the standard form for discussing reliability, A Hypothesis test is a procedure developed by people that have a much better understanding of reliability than a typical researcher so students must copy the method exactly, there answer is in standard form,
To aid understanding of p-value you could also point out that reliability needs you consider how your numbers would be different to another researcher that used a different sample, So reliability is a way of comparing you work to other people,
A common way of doing this is using percentiles and the p-value is a percentile, the p-value is a percentile of p-value if the null hypothesis is true.
Another fact that students do not understand on is the fact that p-value is a probability. So another way of testing if simulations help students understand what a p-value is would be to give a survey asking the students how a p-value is similar and different to the following statement of probability If am going to throw 10 coins the probability I will get 10 heads is 0.001 then you could get students to look at a then take another survey and see if the results improve
Example of turnitin
To understand the two articles that discuss how to reduce plagiarism by discussing turnitin reports look at the following.
Sample Turnitin report, Stutent should submit their answer to the 0.5% turnitin task so they can look at their own turnitin report.
.jpg”>