The Effects of Plagiarism and Ways to Overcome It

The Effects of Plagiarism and Ways to Overcome It

*Suhaila Sharil¹, Maad Ahmad², Muhammad Yosef Niteh², Mohamed Fairooz Mohamed Fathillah³

¹Academy Contemporary Islamic Studies, Universiti Teknologi MARA (UiTM) Cawangan Negeri Sembilan Kampus Rembau

²Faculty of Sharia and Law, Universiti Islam Selangor (UIS)

³Faculty of Islamic Civilisation Studies, Universiti Islam Selangor (UIS)

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90900061

Received: 25 August 2025; Accepted: 03 September 2025; Published: 29 September 2025

ABSTRACT

This study aims to examine the effects of plagiarism on students and the ways to overcome it. The study employed a quantitative approach through a questionnaire involving 70 students as respondents. The findings indicate that one of the consequences of plagiarism is the loss of trust from lecturers and peers towards students, with a mean value of 3.64. Among the measures to address plagiarism, universities can offer academic writing workshops that teach students how to cite sources correctly and present original ideas, while lecturers may conduct oral assessments or monitor students’ assignment progress regularly, each receiving a mean value of 3.66. In conclusion, plagiarism is a serious issue that requires cooperation from all parties, including students, lecturers, and educational institutions, to ensure that academic integrity is preserved and quality graduates are produced.

Keywords: Effect, Plagiarism, Ways, Overcome

INTRODUCTION

In Malaysia, plagiarism in academic assignments has become an increasing concern among higher education institutions and society as a whole. The act of copying or reproducing (ideas, texts, data, etc.) from other sources without proper acknowledgment and claiming the material as one’s own work is known as plagiarism. This behavior undermines academic ethics and diminishes the credibility of both students and educational entities that rely on trust and integrity to produce original and high-quality work.

Integrity is one of the main pillars of academia, ensuring fairness and success in the process of learning and assessment. When students commit plagiarism, they violate these fundamental principles. Academic dishonesty such as plagiarism not only contradicts the principles of academic integrity but also erodes the credibility of the entire education system. Repeated acts of plagiarism can damage the credibility of any educational institution as well as public trust, ultimately preventing the institution from maintaining its reputation as a producer of high-quality graduates.

Various forms of plagiarism include directly copying text from books, journals, or websites without citation, taking work from classmates, or obtaining complete assignments from others through sources such as “ghostwriters” or online platforms. These actions clearly demonstrate a lack of responsibility among students, as they prioritize getting tasks done over focusing on the learning process itself. This is highly concerning because while digital technology provides greater access to information, it also creates opportunities to abuse academic integrity. Although technology facilitates learning, opportunities for misconduct remain if learning is not conducted responsibly.

Furthermore, plagiarism can lead to serious disciplinary actions, including failing a course, suspension, or in more severe cases, the revocation of a degree. In the long term, such incidents can tarnish an individual’s reputation, making it difficult for them to secure better employment or further educational opportunities.

Therefore, efforts to understand, address, and prevent plagiarism practices are of utmost importance. Students must be educated about the value of academic integrity and the negative consequences of plagiarism, not only for themselves but also for society. With the cooperation of all parties, a more ethical and responsible academic culture can be cultivated, ultimately producing graduates who are both competent and highly principled.

Objectives

The discussion on plagiarism issues aims to achieve several main objectives, namely:

1. To identify the effects of plagiarism in assignments on students’ and institutions’ academic integrity.
2. To propose solutions for improving students’ writing and research skills.

Problem Statement

According to Zaharah & Saedah (2016), academic dishonesty among Muslim university students in Malaysia is increasingly concerning, encompassing various aspects such as cheating, plagiarism, or using other people’s references without citing the source. This has become a serious issue in the global education sector. In Malaysia, studies have shown that the percentage of students involved in academic dishonesty has reached an alarming level, with reports indicating that 82% of university students have engaged in such practices. This issue not only affects students’ performance or the education system but also potentially damages the morals and ethics of future generations. A study conducted at UTM (Rosman et al., 2008) found that the frequency of plagiarism among students was relatively low, though perceptions of plagiarism behaviors varied.

Resources: Rosman et al 2008, worldmetrics 2023

This issue may occur due to various factors, such as academic pressure, lack of awareness of academic ethics, and inaction from authorities regarding the matter. Many students choose the easy way out to complete assignments without considering the consequences. They often perceive plagiarism as a trivial issue. This problem not only harms students’ performance but also affects the education system in shaping responsible and ethical learners (Hafizah, 2019). A study at UTHM (2024) also revealed that fear of failure is the main factor driving students to plagiarize, as they believe their reputation will be affected if they are caught. A study revealed that 64.1% of students admitted to combining several internet sources for their assignments without proper citation, which constitutes plagiarism (Awang et al, 2016)

There has been research aimed at examining trends and changes in academic dishonesty among Muslim students in Malaysia from 2014 to 2015 (Zaharah Hussin & Saedah Siraj, 2016). Such research is essential to understand whether dishonest behavior has increased or decreased over time and the factors influencing it. This analysis provides a clearer picture of how internal and external factors affect students’ academic performance.

The problem highlights the need for more effective methods to educate students on the importance of academic ethics. This includes teaching proper citation methods, integrating values of integrity into the curriculum, and introducing plagiarism detection technology to curb dishonest practices.Therefore, it is crucial to address academic dishonesty among Muslim students in Malaysia. This study provides a foundation for further efforts to establish a strong culture of academic integrity, ensuring that graduates are not only academically excellent but also ethically sound.

Moreover, plagiarism has also become a growing concern among students in institutions such as Politeknik Sultan Abdul Halim Mu’adzam Shah (POLIMAS). There are concerns that technological advancement and the implementation of online learning methods during the COVID-19 pandemic have increased students’ tendency to plagiarize (Asmawati & Muhamad Syamsul, 2023). However, the study also showed that students’ awareness and knowledge of plagiarism remain low.The potential for plagiarism increases due to the rapid development of information technology. This makes it easier for students to access online sources such as academic articles, reports, and websites, making plagiarism more difficult to control. Students with limited academic writing skills often take shortcuts by copying content without crediting the original author. The shift to online learning during the COVID-19 pandemic, which reduced direct interaction between students and lecturers, further weakened assignment supervision (Izyan Munirah, Musapha et all, 2021).

Even though students are informed of the negative impacts of plagiarism, questions remain regarding the contributing factors. Students’ behavior may stem from poor time management, inability to handle complex tasks, limited understanding of writing ethics, or a careless attitude towards assignments.Therefore, it is essential to determine the extent of plagiarism practices and the factors that drive it. This is important in designing more effective strategies, such as academic ethics awareness programs, improved writing guidelines, and encouraging the use of plagiarism detection tools such as Turnitin (USM, 2013). These strategies can increase students’ awareness of the importance of academic integrity, producing graduates who are not only skilled in their fields but also uphold high moral values.

LITERATURE REVIEW

Definition of Plagiarism

Plagiarism refers to taking or copying another person’s work—such as writing, ideas, or artistic creations—without giving proper acknowledgment to the original owner. This act is considered dishonest because an individual attempts to present the work as their own. Plagiarism can occur in various contexts, including academic writing, student assignments, or artistic works. It not only violates ethics but may also result in legal action if copyright is involved. Furthermore, plagiarism reflects a lack of appreciation for others’ efforts and creativity while undermining the integrity and credibility of the person committing it.

Definition of Assignment

An assignment refers to a task or duty given to someone to be completed within a specific timeframe. In the context of education, an assignment refers to academic work given by teachers or lecturers to students, usually to assess their understanding of a particular topic or subject. Assignments may take various forms, such as essays, reports, research projects, or case studies requiring in-depth analysis. Beyond education, assignments may also refer to work-related tasks or responsibilities given to an employee. For example, in the workplace, an employee may be assigned to complete a specific project or task that supports the company’s objectives. In general, an assignment is a task that requires completion, whether in academic, professional, or other contexts.

 Key Concepts

Plagiarism has become an increasingly significant issue in the academic world. It is defined as the act of copying or imitating another person’s work, ideas, or writing without proper acknowledgment, and presenting it as one’s own (Merriam-Webster Dictionary, 2022). In this context, it involves students copying academic assignments, either entirely or partially, without crediting the original source. Plagiarism is often categorized into several types, such as direct plagiarism, idea plagiarism, and self-plagiarism, each of which constitutes a violation of academic ethics (Ahmad & Ismail, 2017).

Academic assignments refer to tasks given to students by lecturers to assess their understanding of a subject. These tasks may include essays, reports, or projects requiring students to demonstrate analytical abilities and originality (Oxford Learner’s Dictionary, 2022). However, pressure to achieve high grades, lack of time, and poor writing skills are often the main reasons students commit plagiarism (Madar & Ismail, 2017).

In this study, the issue refers to challenges related to academic integrity among students. Previous research has shown that students often lack a proper understanding of academic ethics, leading to widespread plagiarism practices (Ahmad & Ismail, 2017). University students, particularly those aged 18–25, are in the phase of higher education as preparation for their professional careers. This group is vulnerable to challenges such as academic pressure and time management, which contribute to plagiarism behavior (Ahmad & Ismail, 2017).

Thus, understanding the key concepts of plagiarism, academic assignments, and student challenges is crucial to identifying appropriate measures to address this issue. Such measures include continuous education on academic ethics, the use of plagiarism detection technology, and stricter enforcement of institutional policies (Madar & Ismail, 2017).

Factor Plagiarism

Plagiarism in academia and computer programming has become an increasingly critical issue. In programming, it poses a major challenge for educators, especially with large student cohorts. The ease with which students can copy and modify codes makes plagiarism difficult to detect. Hairulliza Mohamad Judi (2012) suggested using a monitoring system called DwiCoder to track programming activities in an Integrated Development Environment (IDE). This system records activities such as compilation, execution, and modifications automatically, thereby helping to prevent plagiarism through covert monitoring and the Hawthorne effect—where students behave better when they know they are being observed. Additionally, reports generated by DwiCoder assist students in monitoring their own progress.

Another effective approach is collaboration, which promotes active learning and reduces plagiarism. Spinellis (2007) proposed randomized assignments to increase fairness and enhance student comprehension. In this context, DwiCoder provides advantages by monitoring the entire programming process, not just the final product.

In a broader academic context, plagiarism involves taking another person’s work without proper acknowledgment. It spans psychological, sociological, and legal dimensions, while also being central to academic integrity, which underpins the advancement of knowledge (Palmquist, 2003; Sutherland-Smith, 2005).

A study by Wan Hanna Melini Wan Mohtar (2018) revealed that while the majority of Malaysian undergraduates (about 80%) are aware of the definition and negative impacts of plagiarism, there remains a gap between awareness and actual practice. Students admitted to various types of plagiarism, including verbatim copying, idea theft, ghostwriting, and recycling assignments. Forms of plagiarism such as “dark paraphrasing” and “false paraphrasing” are often perceived as less serious, reflecting a lack of deeper understanding of plagiarism definitions (Walker, 1998).

Key factors contributing to plagiarism include a rote-learning culture, language barriers, and insufficient early education on academic writing ethics. Asian students, including Malaysians, are often trained to memorize and reproduce texts, which conflicts with the principles of analytical and critical writing. Non-native English speakers also face difficulties in expressing their ideas, leading them to copy original texts or produce poor paraphrases (Deckert, 1993; Liu, 2005). The study also found that first-year students are more likely to plagiarize compared to seniors, due to their lack of writing and citation experience.

Another study by Ruhaiza and Hanisah (2015) highlighted that technological advances, such as the ease of “copy and paste,” have made plagiarism more prevalent. Harlinda (2020) noted that plagiarism is not a new issue but has evolved with the rise of advanced internet technologies. Although students’ awareness of plagiarism is generally high, their actual practices remain at a moderate to low level. Students know that copying others’ work, using peers’ assignments, or citing without proper referencing is wrong, but time pressure and weak writing skills are major reasons for continued engagement in plagiarism (Wan Hanna Melini et al., 2018; Ramlan Mustapha, 2020).

Ahmad Rizal Madar and Mohd Arif Ismail (2017) provided an in-depth analysis of factors driving plagiarism, including academic pressure, lack of understanding of academic ethics, and poor time management. Students’ perception of plagiarism as a common practice, coupled with weak enforcement by universities, further worsens the issue. The study suggested that enforcing anti-plagiarism policies, using tools such as Turnitin, and offering academic ethics programs are crucial steps in tackling plagiarism.

To address plagiarism, universities are encouraged to offer comprehensive academic writing courses focusing on paraphrasing techniques, proper citation methods, and the importance of producing original work. Support from lecturers and educational institutions, early education on academic ethics, and strict action against repeat offenders should also be emphasized. With continuous efforts, plagiarism incidents can be reduced, producing more ethical and high-quality graduates.

RESEARCH METHODOLOGY

This study employed a quantitative approach to examine the effects of plagiarism and the methods to overcome it among students. A survey method was used as the main instrument to collect data. This methodology was selected because it allows researchers to obtain numerical data that can be analyzed statistically to identify patterns, perceptions, and trends among respondents regarding plagiarism.

Research Design

The study utilized a descriptive survey design, aiming to describe students’ views and experiences related to plagiarism without manipulating any variables. This design is appropriate because it provides a clear and comprehensive picture of students’ behaviors and attitudes towards plagiarism.

Population and Sample

The population of this study comprised students from higher education institutions. The sample consisted of 70 respondents, selected using random sampling. This sampling method ensures that each student has an equal chance of being selected, thereby reducing bias and ensuring that the findings represent the student population more broadly.

Research Instrument

The main instrument used in this study was a questionnaire, divided into three sections:

• Section A: Respondents’ demographic information (e.g., gender, age, year of study).
• Section B: Items measuring the effects of plagiarism on students and institutions.
• Section C: Items identifying strategies to overcome plagiarism, such as academic writing workshops, lecturer monitoring, and plagiarism detection tools.

The questionnaire used a Likert scale (1–5), where 1 represents “Strongly Disagree” and 5 represents “Strongly Agree.”

Data Collection Procedures

The questionnaires were distributed to students through both online and face-to-face methods. Respondents were given clear instructions and were assured that their responses would remain confidential. This procedure ensured that students answered honestly without fear of punishment.

Data Analysis

The data collected were analyzed using descriptive statistics, such as mean scores, percentages, and frequencies. These analyses provided an overview of the level of plagiarism, its impacts, and the most effective strategies to overcome it. The findings were then presented in the form of tables, charts, and narrative explanations.

Validity and Reliability of the Instrument

To ensure the validity of the instrument, the questionnaire was reviewed by experts in academic writing and educational research. Meanwhile, a pilot study was conducted to test the reliability of the instrument, and the Cronbach’s Alpha coefficient obtained was above 0.70, indicating that the instrument was reliable for use in the actual study.

FINDINGS AND DISCUSSION

The findings of this study are divided into three main parts concerning plagiarism issues in students’ assignments.

• Part A presents the demographic profile of respondents,
• Part B discusses the effects of plagiarism on university students, and
• Part C highlights strategies to overcome plagiarism in assignments.

This study not only provides insight into the seriousness of plagiarism issues but also serves as a useful reference for institutions and students in addressing the problem collectively.

Part A: Respondents’ Demographics

A total of 70 students participated in this study. Table 1 summarizes the demographic characteristics of the respondents.

Table 1: Respondents’ Demographics

Part B: Effects of Plagiarism on University Students

This section of the survey analysis focuses on the effects of plagiarism on university students. The findings illustrate how plagiarism impacts students’ learning, academic performance, and integrity.

Table 2: Effects of Plagiarism

Part C: Strategies to Overcome Plagiarism in Student Assignments

This section of the survey focuses on strategies that can be implemented to address plagiarism among university students. The findings outline various recommendations and approaches to reduce plagiarism practices while increasing students’ awareness.

Table 3: Strategies to Overcome Plagiarism

DISCUSSION

Sub-discussion 1

Based on Table 2, the most significant effect of plagiarism on university students, with the highest mean score of 3.64, is that plagiarism can undermine students’ chances of gaining trust from lecturers and peers. This finding is supported by the study of Arieff Salleh Rosman (2008), which stated that students found guilty of plagiarism often lose the confidence of the academic community, including lecturers who may be less willing to provide guidance or support. Trust is a vital element in academic relationships, and once it is damaged, students may struggle to repair those relationships. Among peers, students involved in plagiarism are often perceived as irresponsible, which affects their social relationships. Such situations may lead to students being excluded or denied opportunities to participate in group projects.

According to the article Academic World and the Crime of Plagiarism, plagiarism is considered unethical behavior that undermines the sanctity and dignity of knowledge. Trust is an important element in building strong academic relationships, and when it is compromised, it can negatively impact students’ academic reputation. Acts of plagiarism can create serious implications for students. Khairunneezam Mohd Noor (2022) noted in his article that lecturers may doubt the authenticity of students’ work involved in plagiarism, thus limiting their opportunities to gain academic guidance or professional support. In social contexts, peers may view plagiarizing students as untrustworthy, which further undermines collaboration in academic projects.

This statement is also supported by Badrul Hisham Ithnin (2016), who stated in his article that when plagiarism is detected, it not only damages students’ reputations but also erodes lecturers’ trust in their work. He further emphasized that while the internet facilitates access to information, students often misuse it to copy and paste information without giving proper credit to the original source. Such attitudes are not only unethical but also contradict academic honesty. Universities and lecturers are therefore encouraged to play a more proactive role in educating students about the ethics of using online sources and providing clear guidelines on proper referencing methods (Badrol, 2016). This step is crucial to ensure that the internet continues to serve as a tool for fostering creativity rather than enabling plagiarism culture.

Sub-discussion 2

Based on Table 3, the two strategies with the highest mean score (3.66) to overcome plagiarism in student assignments are: (1) universities offering academic writing workshops that teach students how to cite sources properly and express original ideas; and (2) lecturers conducting oral assessments or monitoring students’ assignment progress regularly.

The first statement, regarding academic writing workshops, is supported by Plag.ai (2023), which stressed that such workshops are one of the best ways to ensure students understand the importance of proper citation and avoiding plagiarism in their writing. The article also explained that through these workshops, students receive practical guidance on valid academic writing techniques, including accurate referencing and integrating information from sources ethically. Students who attend such workshops are better able to distinguish between legitimate use of information and plagiarism. Such training and exposure help them build the necessary skills to produce quality writing.

This view is further supported by Khairunneezam (2020), who stated that students exposed to training and education on scholarly writing through workshops or special courses would better understand proper citation and avoid plagiarism. He also emphasized that early exposure to academic writing skills can help students avoid common mistakes related to academic ethics, including plagiarism. Such education not only provides practical guidance on citation techniques but also raises students’ awareness about respecting others’ intellectual property. Through such workshops or special courses, students learn how to identify, evaluate, and use information sources ethically in their writing.

In addition, the Guide to Academic Writing published by Sultan Sharif Ali Islamic University (UIS, 2023) also highlighted that education through workshops is key to helping students understand the importance of original writing and proper citation skills. The guide emphasized that such workshops not only provide students with technical writing skills but also cultivate an appreciation for originality in academic work. These workshops help students understand the role of credible references in supporting their arguments and how to integrate information from sources correctly without violating academic ethics. With direct guidance from instructors, students can improve their weaknesses in writing, particularly in understanding recognized citation formats. UIS (2023) also suggested that universities should make such training programs mandatory for all new students to ensure they begin their academic journey with a clear understanding of ethical writing practices. This step is seen as essential in building an academic culture grounded in integrity that can reduce plagiarism rates in higher education institutions.

The second statement, which highlights lecturers conducting oral assessments or regularly monitoring students’ assignment progress, is supported by the article Plagiarism published on the Maharammamat WordPress blog (2010). It emphasized that lecturers are encouraged to supervise the assignment process by providing oral guidance and continuously assessing students’ work. This approach is effective in preventing plagiarism because it ensures students take responsibility for both the process and outcome of their work. Continuous monitoring allows lecturers to identify potential problems, such as misunderstandings of concepts or weaknesses in writing techniques, early on, thus giving them the opportunity to provide additional guidance.

This statement is further supported by Ahmadsalim Hambiah (2015), who recommended that lecturers conduct regular mentoring sessions and give students the opportunity to explain their work. This step ensures that students’ assignments are original and reflect their own understanding. Through regular mentoring sessions, lecturers can closely monitor students’ progress and identify potential problems in writing. The article also emphasized that this approach not only helps reduce plagiarism but also promotes a more active and responsible learning culture among students. Students who frequently receive guidance are more confident in producing original academic writing, while lecturers can ensure academic integrity is upheld.

In addition, Nor Sakura (2015), in her article Adult Student Character Development, suggested that lecturers begin the semester with a clear explanation of academic ethics and the consequences of plagiarism. She also recommended that lecturers conduct periodic reviews of students’ assignments throughout the semester. This step is important because early explanations provide students with a comprehensive understanding of the need to adhere to academic ethics. When students are aware of the severe consequences of plagiarism, such as course failure or disciplinary action, they are more cautious in completing assignments. Periodic reviews, meanwhile, allow lecturers to assess students’ assignments at every stage of development, ensuring students stay on the right track and avoid plagiarism early on. The article further emphasized that by paying closer attention to the assignment process, lecturers not only strengthen students’ understanding of the subject but also cultivate responsibility in producing original work. This approach reflects a collective effort to uphold academic integrity at the university level.

CONCLUSION

Plagiarism among university students is a serious issue that undermines academic integrity and the credibility of educational institutions. The findings of this study show that one of the main effects of plagiarism is the loss of trust from lecturers and peers, with a mean score of 3.64. This situation not only affects students’ academic performance but also their social relationships and future career opportunities. The study also highlights two of the most effective strategies to address plagiarism universities organizing academic writing workshops to teach students proper citation methods and original writing techniques. Lecturers conducting oral assessments or monitoring students’ progress regularly to ensure originality in students’ work. Both of these approaches, with a mean score of 3.66, emphasize the importance of education, monitoring, and guidance in preventing plagiarism. These findings align with previous studies that underline the need for institutions and lecturers to play a more proactive role in shaping an academic culture grounded in integrity.

In conclusion, plagiarism cannot be addressed solely through rules and punishment but requires collective cooperation among students, lecturers, and universities. By instilling values of honesty, responsibility, and respect for intellectual property, the culture of plagiarism can be reduced. At the same time, the implementation of continuous education, plagiarism detection technology, and lecturer support will strengthen students’ understanding of academic ethics.Therefore, combating plagiarism is not just about maintaining academic standards, but also about producing competent graduates with high moral values and integrity, who will contribute positively to society.

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