,HMEMS80 MAY JUNE FINAL PORTFOLIO (COMPLETE
ANSWERS) Semester 1 2025 (Q1, Q2, & Q3) - DUE 6
June 2025 ;100% trusted ,comprehensive and complete
reliable solution with clear explanation
Question 1: Quantitative Research Proposal
Is there a statistically significant difference between the levels of
plagiarism for students who completed an academic
integrity/writing course and those who have not completed one
in the HMEMS80 module?
ANSWER
Quantitative Research Proposal
Title:
The Effect of Academic Integrity Training on Plagiarism Levels
among HMEMS80 Students
Introduction
Plagiarism is one of the most pressing academic integrity
violations in higher education, threatening the credibility of
academic institutions and the value of qualifications awarded.
With the increasing accessibility of digital content and online
sources, the temptation and opportunity for students to
,plagiarize has grown, whether intentionally or unintentionally.
To address this issue, many universities have introduced
academic writing or integrity training courses aimed at
equipping students with the skills, knowledge, and ethical
awareness needed to uphold academic standards. These courses
typically cover topics such as referencing techniques,
paraphrasing, critical thinking, and understanding the
consequences of academic dishonesty. However, the
effectiveness of such interventions in actually reducing incidents
of plagiarism remains underexplored and requires empirical
investigation. This study seeks to evaluate whether the
completion of an academic integrity or writing course results in
a statistically significant reduction in plagiarism levels among
students enrolled in the HMEMS80 module at a South African
university.
2. Research Problem and Question
Despite the widespread recognition of plagiarism as a serious
academic offence, its prevalence among university students
remains a significant concern. Technological advancements and
increased access to digital content have made it easier for
students to copy and misuse academic material without proper
attribution. In response, institutions have introduced academic
integrity or writing courses aimed at educating students about
plagiarism, ethical scholarship, and proper research and
referencing practices. However, there is limited empirical
evidence on whether these interventions are genuinely effective
, in reducing plagiarism. This lack of clarity presents a challenge
for academic policy makers and course designers who aim to
promote academic honesty through structured training programs.
This study focuses on students enrolled in the HMEMS80
module—a postgraduate research-based module—where the
integrity of student work is essential. The investigation will
examine whether students who have completed an academic
integrity or writing course demonstrate significantly lower levels
of plagiarism compared to those who have not.
Research Question:
Is there a statistically significant difference between the levels of
plagiarism for students who completed an academic
integrity/writing course and those who have not in the
HMEMS80 module?
3. Hypotheses
To address the research question, the following hypotheses are
formulated:
Null Hypothesis (H₀):
There is no statistically significant difference in the levels
of plagiarism between students who completed an
academic integrity/writing course and those who have not
in the HMEMS80 module.
Alternative Hypothesis (H₁):
There is a statistically significant difference in the levels of
plagiarism between students who completed an academic
integrity/writing course and those who have not in the
HMEMS80 module.
ANSWERS) Semester 1 2025 (Q1, Q2, & Q3) - DUE 6
June 2025 ;100% trusted ,comprehensive and complete
reliable solution with clear explanation
Question 1: Quantitative Research Proposal
Is there a statistically significant difference between the levels of
plagiarism for students who completed an academic
integrity/writing course and those who have not completed one
in the HMEMS80 module?
ANSWER
Quantitative Research Proposal
Title:
The Effect of Academic Integrity Training on Plagiarism Levels
among HMEMS80 Students
Introduction
Plagiarism is one of the most pressing academic integrity
violations in higher education, threatening the credibility of
academic institutions and the value of qualifications awarded.
With the increasing accessibility of digital content and online
sources, the temptation and opportunity for students to
,plagiarize has grown, whether intentionally or unintentionally.
To address this issue, many universities have introduced
academic writing or integrity training courses aimed at
equipping students with the skills, knowledge, and ethical
awareness needed to uphold academic standards. These courses
typically cover topics such as referencing techniques,
paraphrasing, critical thinking, and understanding the
consequences of academic dishonesty. However, the
effectiveness of such interventions in actually reducing incidents
of plagiarism remains underexplored and requires empirical
investigation. This study seeks to evaluate whether the
completion of an academic integrity or writing course results in
a statistically significant reduction in plagiarism levels among
students enrolled in the HMEMS80 module at a South African
university.
2. Research Problem and Question
Despite the widespread recognition of plagiarism as a serious
academic offence, its prevalence among university students
remains a significant concern. Technological advancements and
increased access to digital content have made it easier for
students to copy and misuse academic material without proper
attribution. In response, institutions have introduced academic
integrity or writing courses aimed at educating students about
plagiarism, ethical scholarship, and proper research and
referencing practices. However, there is limited empirical
evidence on whether these interventions are genuinely effective
, in reducing plagiarism. This lack of clarity presents a challenge
for academic policy makers and course designers who aim to
promote academic honesty through structured training programs.
This study focuses on students enrolled in the HMEMS80
module—a postgraduate research-based module—where the
integrity of student work is essential. The investigation will
examine whether students who have completed an academic
integrity or writing course demonstrate significantly lower levels
of plagiarism compared to those who have not.
Research Question:
Is there a statistically significant difference between the levels of
plagiarism for students who completed an academic
integrity/writing course and those who have not in the
HMEMS80 module?
3. Hypotheses
To address the research question, the following hypotheses are
formulated:
Null Hypothesis (H₀):
There is no statistically significant difference in the levels
of plagiarism between students who completed an
academic integrity/writing course and those who have not
in the HMEMS80 module.
Alternative Hypothesis (H₁):
There is a statistically significant difference in the levels of
plagiarism between students who completed an academic
integrity/writing course and those who have not in the
HMEMS80 module.
