Level of Knowledge, Attitude and Practices of Final Year Faculty of Technical and Vocational Education Students Towards Plagiarism
DOI:
https://doi.org/10.37134/trij.vol2.1.6.2026Keywords:
Plagiarism, Academic integrity, Technical and Vocational students, Knowledge attitude practice (KAP), Higher Education, SDG 4 Quality EducationAbstract
Plagiarism is a major issue affecting academic integrity in higher education, particularly among students who frequently use digital resources in their learning. This study was conducted to assess the level of knowledge, attitudes, and practices of final-year students in the Faculty of Technical and Vocational Education regarding plagiarism. This study used a quantitative design with an online survey method. Respondents consisted of semester 6 and 7 students from four main programs: Agricultural Science, Invention Design, Technology Design, and Home Economics. A pilot study was conducted with 10 to 30 students to ensure the validity and reliability of the instrument, while the main study involved 150 respondents. Data were analyzed descriptively (mean and standard deviation) using SPSS software to describe respondent profiles and the distribution of students' knowledge, attitudes, and practices related to plagiarism. This study analyzes the level of knowledge, attitudes, and practices of final-year students in the Faculty of Technical and Vocational Education regarding plagiarism. Through a quantitative method with 150 respondents, the findings indicate that knowledge is at a high level (mean=3.81), attitude at a moderately high level (mean=3.62), while practices are at a moderate level (mean=3.01). The gap between knowledge and practice is identified to be influenced by academic pressure, time constraints, and access to digital resources. Based on student suggestions, an integrated approach encompassing ethics education (30.7%), enforcement (25.3%), technological support (23.3%), and time flexibility (20.7%) is needed to strengthen academic integrity. This study contributes to the development of holistic intervention strategies and serves as a guide for lecturers and university management in strengthening academic ethics in technical and vocational education.
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Copyright (c) 2026 Olivia Labang, Zalina Ismail, Asilah Abdul Mutalib, Shaibatul’ Islamiah Che Man (Author)
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