The prevalence of plagiarism among university students has been a significant worry for academics and university administrators for several decades. The subject at hand has inspired a multitude of scholarly contributions, which appear to be ceaseless in nature. The purpose of this paper does not include providing a conclusive statement on this extensive discussion. Instead, it is suggested that addressing the issue of plagiarism among university students requires more than just relying on detection and punitive measures. It is important to prioritize the implementation of prevention programs within universities that focus on enhancing students’ writing skills.
Throughout the course of history, a multitude of individuals including intellectuals, philosophers, educators, social surveyors, and academics have put forth diverse justifications for the establishment of universities across the globe. A comprehensive list of reasons has been articulated, encompassing factors such as the development of lifelong habits, the imparting of universal information, the cultivation of a prepared mindset, and the promotion of equitable opportunities in vocational education. These reasons highlight the importance of preparing students with fundamental knowledge necessary for future employment. In numerous institutions of higher education, there is a noticeable de-emphasis on fostering an environment of honesty and ethical conduct, which are essential attributes of a robust learning and teaching community. Rather than upholding academic integrity as the prevailing norm, the prevalence of plagiarism, a frequently observed manifestation of academic dishonesty, has become increasingly pervasive within academic circles and among students. Academic dishonesty is a longstanding ethical transgression that has persisted since the inception of educational establishments (Baird, 1980). The realm of literature is replete with a myriad of individuals who, at various points in time, have been found culpable of engaging in academic dishonesty. Hannis (2004) conducted a study that identified the origins of plagiarism, specifically the act of appropriating others’ words, dating back to the era of Shakespeare. Similarly, Radin (1991) highlighted a notable example involving Dr. Martin Luther King, who was found to have plagiarized in his undergraduate dissertation without providing appropriate citations. Undoubtedly, plagiarism is an increasingly pervasive issue across the global academic community. Plagiarism has long been a pervasive issue in the academic sphere, akin to a formidable obstacle. However, its prevalence has escalated in recent years due to the rapid advancements in computing and Internet technologies. These developments have significantly increased the accessibility of electronic works and texts, enabling individuals to obtain information within a condensed timeframe (Howard, 2000; Weinstein & Dobkin, 2002). At this particular point, it is important to approach the task of defining plagiarism with caution, as it is a concept that is accompanied by various intricate aspects. It is imperative for individuals to familiarize themselves with the diverse definitions of plagiarism provided by scholars, as this act carries significant ethical implications. The pursuit of establishing a universally acknowledged and consensus-driven definition or clarification of plagiarism, as well as its implications, has encountered significant disputes and obstacles inside numerous academic institutions. According to Gibaldi (2003, 66), plagiarism can be defined as the infringement against another individual’s intellectual property rights, constituting an act of academic theft and a transgression of moral and ethical principles. In contemporary times, instances of plagiarism have become increasingly prevalent across multiple domains. Furthermore, when examining the factors that contribute to students engaging in plagiarism, previous research has identified additional factors including the linguistic and cultural backgrounds of students, as well as the widespread accessibility of a vast amount of materials and texts on the internet. This accessibility has transformed the internet into a readily available resource that students can easily copy and paste from without encountering obstacles (Weinstein & Dobkin, 2002). According to Park (2003) and Cohen (2004), a significant contributing reason to plagiarism among certain university students is their limited language skills, which hinders their capacity to effectively articulate their thoughts. According to Cameron (2007), the task of generating impeccable and suitable written compositions in a second language necessitates a significant investment of time and effort for numerous individuals. Consequently, numerous students encounter difficulties in articulating their thoughts at a degree of refinement commensurate with their proficiency in their mother tongue.
The occurrence of plagiarism among students at colleges is not exclusive to Nigeria. The nation, akin to numerous other countries in Africa, experiences its fair share of challenges. Unfortunately, it is increasingly acknowledged that plagiarism has become a prevalent practice among university students in Nigeria. This is mostly attributed to the fact that only a small number of academics perceive it as a moral and ethical concern. Recent occurrences and events have demonstrated that the phenomenon of plagiarism among undergraduate and postgraduate students has evolved from being perceived as an infrequent incident to a concerning academic issue. The prevalence and frequency of plagiarism in Nigerian institutions have escalated significantly during the past ten years. According to the findings of Adebayo (2011) and Babalola (2012), a significant proportion of Nigerian students engage in different types of plagiarism, including obtaining term papers from paper mills, copying assignments from their peers with or without their consent, and directly copying from journals and textbooks without appropriate referencing. There exists a unanimous consensus about the participation of Nigerian students at foreign universities. According to the research conducted by Orim et al. (2012) at a university in the United Kingdom, it was discovered that Nigerian postgraduate students studying overseas are not immune to engaging in acts of plagiarism. The findings of this study indicate that the issue of plagiarism among Nigerian postgraduates studying abroad is a significant concern. The findings of the survey also indicated that a significant majority of the participants possessed limited or insufficient awareness regarding the concept of plagiarism prior to their visit to the United Kingdom.
Additional factors contributing to the involvement of Nigerian students in this widely acknowledged unethical behavior include a lack of sufficient understanding among students regarding proper citation and referencing of academic sources, as well as the presence of a considerable number of academics who either directly or indirectly condone plagiarism due to reduced oversight. The individuals who are currently enrolled in an educational institution, typically pursuing a degree or certification, Undoubtedly, plagiarism represents a highly significant manifestation of ethical misconduct within Nigerian colleges. In light of this, significant efforts have been made to tackle this issue across a range of academic fields. One notable example is the collaboration between the Committee of Vice Chancellors (CVC) of Nigerian universities and a UK Information Technology firm. This partnership aims to implement plagiarism detection software (Turnitin) across all federal institutions in Nigeria, with the purpose of addressing the issue of plagiarism among students (Enekano, 2013). The implementation of plagiarism detection software in Nigerian colleges undoubtedly communicates a significant message, namely, addressing issues related to intellectual property by identifying plagiarists through the utilization of Turnitin. The proposition, in actuality, appears to possess both logical and feasible qualities, although it may not adequately address the question of plagiarism and its related challenges within Nigerian colleges. This assertion is supported by empirical findings from other universities worldwide, where Turnitin has undergone rigorous evaluation. These assessments have revealed numerous limitations and drawbacks associated with the software, rendering it mostly unsuitable for the purposes for which CVC has employed it. According to Joyce (2003), the utilization of the program known as Turnitin presents a number of challenges. The software possesses the capability to exclusively identify certain works that have been published or unpublished on the internet. However, it is unable to access works that fall under the category of the invisible web, which includes papers that are available through subscribed databases. Additionally, the software is unable to search for works that have been loosely paraphrased.
One possible aspect that could hinder the efficiency of Turnitin or similar plagiarism detection software is a lack of familiarity with its usage and integration, particularly in Nigeria where many academics possess a strong aversion and consistently express their disapproval towards duties that necessitate computer utilization. Additionally, the utilization of the internet-based program referred to as a “article rewriter” may mistakenly pose as an additional obstacle that hinders the efficacy of Turnitin or similar software within its category. The online article rewriter effectively paraphrases the content that is inputted into it, generating multiple variations in a brief timeframe. Plagiarists just need to copy their work into an article rewriter tool and proceed by clicking the “next” button in order to complete the task. Another limiting factor is the fact that cases of plagiarism centre on duplicated text will make it impossible for any plagiarism detection software to detect citation of any phantom paper. Phantom publications refer to writings that lack existence and authenticity, yet are cited by students. The detection of plagiarism in student work is challenging when there is no existing piece available for comparison.
Based on the aforementioned points, it is necessary to examine the extent of plagiarism in Nigerian universities by focusing on the methods of student training and the manner in which guidance on intellectual property and academic attribution is provided. The increasing prevalence of plagiarism among university students in Nigeria is indicative of the lackadaisical approach exhibited by certain academic staff members in terms of instructing and acquainting students with fundamental principles of writing. Plagiarism is a widely acknowledged unethical practice in scholarly writing within the academic discourse in Nigeria. It necessitates a comprehensive and multifaceted approach to effectively combat its proliferation. In order to attain this objective, it is imperative for stakeholders to acknowledge the fact that there exists no universally applicable or comprehensive solution to the issue of plagiarism on a global scale. In light of this, it is imperative for effective plagiarism prevention methods to encompass the various reasons that are contributing to the rising prevalence of plagiarism among students in Nigerian universities. Furthermore, in order to accomplish this objective, it is argued in this study that the implementation of plagiarism detection software should be accompanied with comprehensive training and education for students regarding the principles and guidelines pertaining to intellectual property. This approach is deemed necessary in order to attain the intended outcomes.
References
Abdolmohammadi, M & Baker, C (2007). ‘The Relationship between Moral Reasoning and Plagiarism in Accounting Courses: A Replication Study’, Issues in Accounting Education, 22, (1), 45-55.
Adebayo, S. (2011). Common cheating behaviour among Nigerian university students: A case study of University of Ado-Ekiti, Nigeria. World Journal of Education, 1(1), 114-149.
Anderson, C. (2001). Online cheating: A new twist to an old problem. Student Affairs E-Journal, Retrieved November 11, 2023 from http://www.student affairs.com/ejournal/Winter_2001/plagiarism.htm
Bennett, R. (2005). Factors associated with student plagiarism in a post-1992 university. Assessment & Evaluation in Higher Education, 30(2), 137–162.
Weinstein, J. & Dobkin, C. (2002). Plagiarism in U.S. higher education: Estimating Internet plagiarism rates and testing a means of deterrence. Berkele: University of California.
Enekano, O., 2013. Lecturers Laud CVC Move to Tackle Plagiarism. Daily Times Newspaper Article.
Orim, S., Glendinning, I., and Davies, J. (2012). Phenomenongraphic Exploration of the Perception of Plagiarism: Case Study of Nigerian Students in a UK University. Retrieved November 11, 2023, from http:// www.plagiarismadvice.org
Babalola, Y. T. (2012). Awareness and incidence of plagiarism among undergraduates in a Nigerian private university. Afr. J. Lib. Arch. & Inf. Sc., 22 (1), 53-60
SAME-SEX IN NIGERIA
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