Plagiarism Detector: Assessing Quality of Undergraduate Teacher Education Researches

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Jerr A. Cabahug ◽  
Jonathan O. Etcuban ◽  
Liza Lorena C. Jala ◽  
Judy Ann F. Gimena
Keyword(s):  
Teacher Education ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Sources Of Information ◽  
Average Growth ◽  
School Year ◽  
Documentary Analysis ◽  
Keywords Education ◽  
Undergraduate Teacher Education

The study assessed the quality of undergraduate researchers of the College of Teacher Education of one of the leading universities in Cebu from School Year 2008 to 2012.   Also, the study determined the percentage ratings of plagiarism and identified sources of plagiarism in the research specimens.   The study utilized documentary analysis to elicit information on the extent of piracy.   The researchers used stratified sampling to select 41 research samples.    The researchers used frequency counts, percentage, and average growth rate to gather information from the research specimens.  The findings suggested that plagiarism is increased by 28% every year.   Furthermore, the results showed that there were a significant number of validated cases of plagiarism on the research specimens.  Also, the findings showed that undergraduate students get more information from the non–authoritative source than from reliable sources of information.   The study recommended the acquisition of plagiarism detector software that is necessary for assessing the quality of undergraduate researchers.     Keywords-Education, Undergraduate Research, plagiarism, sources of piracy, plagiarism detector software, descriptive design, Philippines

scholarly journals Communicating the relevance of the library in the age of Google: Improving undergraduate research skills and information literacy though new models of library instruction

2013 ◽  
Vol 5 (1) ◽  
pp. 49-53 ◽  
Author(s):  
Jennifer Rempel ◽  
Danielle M. Cossarini
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Undergraduate Research ◽  
Information Access ◽  
Academic Research ◽  
Successful Implementation ◽  
Library Instruction ◽  
Research Skills

Most academic librarians have long been aware that the ascent of the Internet has posed a challenge to the primacy of the library as information hub. Recent studies have shown that the majority of undergraduate students do not begin their research in the library, but with Google and Wikipedia - and many students end their research here as well (Connaway, Dickey, & Radford, 2011). This trend would seem to bode ill for the quality of the research skills and the level of information literacy among current undergraduates, as many students privilege convenient access to information over quality of content (Colón-Aguirre & Fleming-May, 2012; Connaway, et al., 2011). But how do we prepare undergraduate students for the rigours of academic research given this circumstance? The library instruction session has been the path to information literacy traditionally taken by colleges and universities, but increasingly, librarians have begun questioning the value of these sessions. Many undergraduates do not find library instruction sessions relevant to their practical information needs and to changing modes of information access, and many students do not come away from library information sessions feeling fully prepared - or even fully willing - to move beyond Google and into the library in order to carry out quality information searches (Colón-Aguirre & Fleming-May, 2012). Indeed, many librarians also now feel that the classic model of library instruction no longer fully meets the information needs of undergraduates nor anticipates their Internet-focused research habits, and that library instruction needs to change dramatically in order to do so (Colón-Aguirre & Fleming-May, 2012; Farkas, 2012). Such means of improving library instruction include: breaking away from the single-session model and moving toward a multiple-session model (Farkas, 2012); incorporating discussion of Internet-based and electronic resources more fully into instruction sessions (Colón-Aguirre & Fleming-May, 2012); tailoring library instruction to course curricula and assignments (Smith, et al., 2012); and incorporating active, student-centred learning into library instruction sessions (Abate, Gomes, & Linton, 2011). The successful implementation of these measures is ultimately dependent upon communication and collaboration among library staff, faculty, and students. Implementing major changes to library instruction can be challenging for all stakeholders; such challenges will be explored in a discussion of the implementation of a prototype library instruction model developed at Selkirk College, a small undergraduate-focused institution in British Columbia, Canada.

scholarly journals Vısualısatıon of Undergraduate Archıtectural Research Actıvıtıes through MYDISSERTPLANNER

2021 ◽  
Vol 6 (SI5) ◽  
pp. 55-59
Author(s):  
Kartina Alauddin ◽  
Yuhainis Abdul Talib ◽  
Kharizam Ismail ◽  
Nor Aini Salleh
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Publishing House ◽  
Continuous Process ◽  
Time Frame ◽  
Research Activities ◽  
International Publishing ◽  
Architectural Research ◽  
Quality Of Research

This research is a continuous process that requires virtuous planning and monitoring of the activities. A formal planning application is inadequate to assists them in managing all research activities to ensure the task will complete within the time frame given. The aim is to visualise the undergraduate research activities through the use of mobile applications, namely MYDISSERTPLANNER. The result shows that most students have problems completing the research within the timeframe. Therefore, the development of MYDISSERTPLANNER through smartphone apps is seen to give benefit and bring innovative features to students and academicians in ensuring the quality of research accomplished. Keywords: Undergraduate students, Mobile Application, MYDISSERTPLANNER, Research Activities eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI5.2929

scholarly journals Technical Quality of Root Fillings Performed by Undergraduate Students: A Radiographic Study

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Tatjana Vukadinov ◽  
Larisa Blažić ◽  
Ivana Kantardžić ◽  
Tijana Lainović
Keyword(s):  
Undergraduate Students ◽  
Root Canal ◽  
Statistical Significance ◽  
Technical Quality ◽  
Chi Square ◽  
Root Canals ◽  
School Year ◽  
Apical Transportation ◽  
School Of Dentistry

Aim. The aim of this study was to evaluate the radiographic technical quality of endodontic treatment performed by undergraduate students at the School of Dentistry, Faculty of Medicine, University of Novi Sad, Serbia.Materials and Methods. Electronic records of 220 patients treated by final-year undergraduate students during the school year 2011/2012 were examined, and the final sample consisted of 212 patients, 322 teeth, and 565 root canals. The criteria for overall radiographic adequacy of root canal fillings were defined as the presence of adequate length and density and absence of iatrogenic errors (ledge, fractured instrument, untreated canal, and apical transportation). Chi-square test was used to determine statistical significance between different parameters.Results. Adequate root canal fillings were found in 74.22% of the teeth. The percentage of root fillings with adequate length and density was 89.73% and 92.6%, respectively. Fractured instruments and ledges were present in 16 root canals (2.8%), while the presence of missed canal and apical transportation was observed in 2 cases, each (0.3%).Conclusions. Overall, the technical quality of root canal fillings performed by undergraduate students was satisfactory.

Technology Expanding Horizons in Teacher Education

2016 ◽  
pp. 2117-2135
Author(s):  
Darrell Hucks ◽  
Matthew Ragan
Keyword(s):  
Teacher Education ◽  
Interactive Whiteboards ◽  
Education Students ◽  
Field Placements ◽  
School Year ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Smart Boards ◽  
Teacher Education Students

The purpose of this exploratory action research study was to examine how the modeling by instructors of technology integration would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted across two consecutive semesters with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the intervention. Findings suggest that teacher education students' level of engagement increased regarding the integration of technology, and children were more engaged and actively involved during the teaching of methods students' mathematics and science lessons.

Technology Expanding Horizons in Teacher Education

2013 ◽  
pp. 61-79 ◽  
Author(s):  
Darrell Hucks ◽  
Matthew Ragan
Keyword(s):  
Teacher Education ◽  
Interactive Whiteboards ◽  
Education Students ◽  
Field Placements ◽  
School Year ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Smart Boards ◽  
Teacher Education Students

The purpose of this exploratory action research study was to examine how the modeling by instructors of technology integration would affect the quality of the lessons that elementary teacher-education students designed and taught in their field placements. The research was conducted across two consecutive semesters with two different cohorts of methods students placed at a local elementary school that had received new interactive whiteboards, SMART boards, in every classroom at the beginning of the previous school year. Based upon field-supervisor/instructor observations, reflections, and oral and written feedback from host-teachers and students, an analysis was conducted to determine the effectiveness of the intervention. Findings suggest that teacher education students’ level of engagement increased regarding the integration of technology, and children were more engaged and actively involved during the teaching of methods students’ mathematics and science lessons.

Wikipedia and undergraduate research trajectories

2015 ◽  
Vol 116 (3/4) ◽  
pp. 201-212 ◽  
Author(s):  
Lily Todorinova
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Process ◽  
Future Research ◽  
Small Scale ◽  
Writing Classes ◽  
Content Type ◽  
Online Encyclopedia ◽  
Library Collections

Purpose – The purpose of this paper was to analyze undergraduate students’ use of Wikipedia bibliographies. The study has implications for Wikipedia as a “discovery tool” of library collections, library instructional practices and understanding the complex ecology of students’ research processes. Design/methodology/approach – Thirty undergraduate students were recruited from introductory English writing classes. A controlled survey was conducted in Qualtrics®, including the following sections: pre and post test of students’ understanding of authority/quality of sources; tasks analyzing participants’ choices for further research after reading a Wikipedia article; and students’ determination of the authority/quality of sources in Wikipedia reference pages, using an adapted version of the Turnitin® Source Educational Evaluation Rubric. Findings – The investigator found that students were unlikely to follow references they found in bibliographies of Wikipedia pages, unless instructed to do so. This was expressed most clearly in their comments, which revealed that Wikipedia’s reference sections are found to be too overwhelming and numerous. These entries are depicted by order of appearance in the text and are not ranked, or presented in an order students considered useful. Participants were not likely to use Wikipedia as a discovery tool of library content because they perceived Wikipedia as being markedly different, even in opposition to, library resources. Students disclosed being warned by their faculty and instructors not to use the online encyclopedia at all in their research process. However, paradoxically, after reading a Wikipedia article, students were most likely to go to Google, or revisit Wikipedia, for more information, as opposed to using the library. Study participants reported that “ease of access” is the most important consideration when choosing sources to include in research papers, followed by the actual authority/quality of these sources. Students also greatly benefited from having a structured rubric available at the point of their research process when they are asked to determine the authority/quality of sources, and especially within Wikipedia bibliographies. Research limitations/implications – This is a small-scale study of students’ use of Wikipedia in one university campus, but its results can spark a discussion of the larger question of undergraduates’ research trajectories. The findings of the study suggest that these trajectories are extremely influenced by two conflicting issues: faculty influence and resource convenience. The researchers plan to extend the study to include faculty’s perceptions of the value of Wikipedia to undergraduate students’ research, including faculty’s own involvement as Wikipedia editors and contributors. Future research of undergraduate’s use of Wikipedia could benefit from a greater recruitment of participants across a diverse pool of academic institutions, as well as a mixed research method of observation, task analysis and interviews. Practical implications – The findings of the study offer suggestions for both the design aspect of Wikipedia and the instructional methods of academic librarians. This study also informs library practices and emerging collaborations with Wikipedia, specifically the “Wikipedian in Residence” program and the concept of using Wikipedia as one type of a discovery tool. Originality/value – There is a lack of empirical evidence showing how or if students use Wikipedia bibliographies to continue their research. The possibility of the online encyclopedia as a discovery tool for library collections is relatively unknown and unexplored. The topic of collaboration between Wikipedia and libraries is new and emerging in the field.

scholarly journals The Moderating Effect of Faculty Mentorship on Undergraduate Students’ Summer Research Outcomes

2020 ◽  
Vol 19 (4) ◽  
pp. ar56
Author(s):  
Angelica Monarrez ◽  
Danielle Morales ◽  
Lourdes E. Echegoyen ◽  
Diego Seira ◽  
Amy E. Wagler
Keyword(s):  
Best Practices ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Research Question ◽  
Combined Effects ◽  
Research Experience ◽  
Research Outcomes ◽  
Poster Presentations ◽  
Faculty Mentorship

This study focused on answering the research question: What are the independent and combined effects of student characteristics and faculty mentorship on the quality of summer undergraduate research experience (SURE) student poster presentations? The results of this study can improve SURE programs by informing directors on best practices for mentor and mentee matching.

Teaching about and for social justice in teacher education in Hong Kong

2020 ◽  
Vol 19 (3) ◽  
pp. 211-227
Author(s):  
Eric King-Man Chong ◽  
Ian Davies ◽  
Shun-Shing Pao
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Experiential Learning ◽  
Community Service ◽  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Mixed Methods Design ◽  
Sequential Mixed Methods ◽  
Undergraduate Teacher Education ◽  
Education Courses

This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service.

scholarly journals Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage

2017 ◽  
Vol 16 (1) ◽  
pp. ar13 ◽  
Author(s):  
Charles N. Hayward ◽  
Sandra L. Laursen ◽  
Heather Thiry
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Early Career ◽  
High Tech ◽  
Career Stage ◽  
High Quality Research ◽  
Research Experiences ◽  
Student Researchers ◽  
And Mathematics

Undergraduate research is often hailed as a solution to increasing the number and quality of science, technology, engineering, and mathematics graduates needed to fill the high-tech jobs of the future. Student benefits of research are well documented but the emerging literature on advisors’ perspectives is incomplete: only a few studies have included the graduate students and postdocs who often serve as research advisors, and not much is known about why research advisors choose to work with undergraduate researchers. We report the motivations for advising undergraduate researchers, and the related costs and benefits of doing so, from 30 interviews with research advisors at various career stages. Many advisors stated intrinsic motivations, but a small group of early-career advisors expressed only instrumental motivations. We explore what this means for how advisors work with student researchers, the benefits students may or may not gain from the experience, and the implications for training and retaining research advisors who can provide high-quality research experiences for undergraduate students.

scholarly journals SYLWETKA ABSOLWENTA FILOLOGII GERMAŃSKIEJ O SPECJALNOŚCI NAUCZYCIELSKIEJ A RZECZYWISTY STAN PRZYGOTOWANIA KANDYDATÓW DO ZAWODU NAUCZYCIELA

Neofilolog ◽  
2019 ◽  
pp. 193-207
Author(s):  
Krystyna Mihułka
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Teaching Profession ◽  
Current State ◽  
Second Year ◽  
The University

The article presents and discusses the results of a questionnaire conduct-ed among third-year undergraduate students and second-year graduate students of German Philology at the University of Rzeszów taking the specialization in the teaching of German . The aim of the questionnaire was to draw attention to and assess the current state of the students’ preparation for work in the teaching profession. Analysis of the results reveals to what extent the programme of studies in the Department of German Philology, particularly within the teaching specialization, fulfils the students’ expectations. In addition, the respondents’ proposals con-cerning how the quality of teacher education in the Department of Ger-man Philology could be improved are presented and discussed by the author.

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