1.3 Summaries and views from previous research There have been several studies conducted in this regard, and it is important to note an assignment at a university level is very different from that of a high school assignment (Logue 2004: 42, Sisti 2007: 220; Walker 1998: 93; White 1993: A44). In most many countries across the world, students utilise sources from the internet or books, and many fail to reference their work as that is not something most students are used to doing; students who are used to receive good marks for their assignments, without referencing, will continue to present them in the same way, even though referencing will be required (Logue 2004: 42, Sisti 2007: 220; Walker 1998: 93; White 1993: A44). Looking at an individual’s …show more content…
So, according to Kenny (2006:16) and Ellery (2008:510), they are more likely to cheat compared to younger students (Sentleng & King, 2012, p 59). Though, it can be argued that the purpose of assignments is to judge the students’ understanding of their content and correct/guide them, if need be, so that they may learn and improve; as failing at things are a part of life and is part of what makes us human (Sentleng & King, 2012). Though, how would one truly judge their work and know their true worth if they were to commit plagiarism by copying word for word or another’s ideas as their own. In some cases, whereby students have a negative attitude or experience towards a particular module, either they feel the module is boring or irrelevant to the aim main of their degree, they may feel the need to plagiarism in order to complete the task faster and move on to something they enjoy (Sentleng & King, 2012, p 59) (Park 2003:480). Certain students believe that plagiarism is a norm and that a large number of students do not get caught, therefore, they resort to plagiarism and believe ‘the benefits of plagiarising are more important than the risks’ (Sentleng & King, 2012, p 59) (Park