Chao(2009) An article that is well researched

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
people’s 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 don’t 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
people’s 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 don’t 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”>