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Abstract

Despite university policies and classroom procedures designed to deter student plagiarism, upper-division students seemed to be violating the rules in growing numbers. Recent research suggested that student plagiarism results from a complex mix of factors, including a need for instruction, but offers little guidance regarding effective teaching methodologies. The authors developed and tested an instructional protocol and concluded that a mastery learning approach provides an effective method for reducing student plagiarism.

Keywords

plagiarism writing pedagogy mastery learning

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Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency

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