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education students.
Do I cheat?
Eugenia I. Toki
Technological Educational Institute (TEI) of Epirus,
School of Health and Welfare, Department of Speech and
Language Therapy, Ioannina, Greece
toki@ioa.teiep.gr
I.
INTRODUCTION
Dionysios C. Tafiadis
TEI of Epirus, School of Health and Welfare, Department of
Speech and Language Therapy, Ioannina, Greece
University of Ioannina, Medical School, Department of
Neural Sciences and Sensory Organs Ioannina, Greece
tafiadis@gmail.com
II.
A. Participants
In this randomized study one hundred (100) native Greek
students (M: 24, F: 76) responded to an online questionnaire,
with mean age 24.1 (SD 5.1). All had been students in Greek
Higher Education, Universities and Technological Educational
Institutes (TEI).
B. Research tool
The research tool was an online questionnaire designed for
the purpose of the study and consisted of four sections. Section
one was composed of 5 questions, aiming to collect general
information regarding the participants age, sex, and studies.
Section two was composed of 9 questions, aiming to gather
information on cheating and plagiarism habits and attitudes.
Section three was composed of 6 questions, aiming to gather
information on plagiarism issues knowledge education and
consequences. Section four was composed of 5 questions,
aiming to gather information on ethical issues such as religion,
environmental awareness, theft experience, and future
intension on plagiarism.
C. Data Collection
All respondents replied to the online questionnaire that was
uploaded on students social media (Facebook) for 2 weeks
duration.
All data were analyzed with the use of SPSS 20.
III.
RESULTS
IV. DISCUSSION
In this study the negative effect of plagiarism and its
consequences in the academic field was studied and precisely
how students recognize and face it in their everyday reality.
Students were asked to indicate whether they had been
engaged in substantially similar behaviors themselves. The
majority of students indicated that they have been engaged in
this behavior at least once, even with clear plagiarism or with
combination of plagiarism and cheating during exams. Also
students had indicated that they have adopted different forms of
plagiarism and they regarded some forms of cheating to be less
serious than other. Following this, students tent to admit and
practice very easily less serious acts of cheating. It must be also
noted, that the ease of use of mobile devices and smartphones
with internet access and social media offer the opportunity to
some students to use them as a media for cheating and
plagiarism.
The results of the study revealed also a high level of
misunderstanding of what Greek students regard as cheating or
V.
CONCLUSION
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