Effectiveness of a Teacher-Developed Module in Enhancing Plagiarism Awareness Among Grade 10 Students
Abstract
Plagiarism continues to be a persistent concern in secondary education, highlighting the need for effective instructional strategies that promote academic integrity and responsible research practices among students. This study determined the effectiveness of a teacher-developed module in enhancing the plagiarism awareness of Grade 10 students in a public secondary school. A quasi-experimental pre-test-post-test control group design was employed. Sixty-two students participated in the pretest, consisting of 27 students in the experimental group and 35 students in the control group. However, only 40 students with complete posttest data (18 experimental and 22 controls) were included in the final statistical analysis. The experimental group received instruction using the teacher-developed module, while the control group was taught through the conventional lecture method. Data was analyzed using descriptive statistics, an Independent Samples t-test, and Cohen's d effect size. The findings revealed that the experimental group obtained significantly higher posttest scores than the control group (p = .015). The computed Cohen's d of 0.918 indicated a large effect, demonstrating that the instructional module produced a meaningful improvement in students' plagiarism awareness. The findings suggest that teacher-developed instructional modules can serve as effective and practical interventions for promoting academic integrity and strengthening students' understanding of plagiarism, proper citation practices, and responsible use of information.
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Copyright (c) 2026 Analyn Luna, Ramon Jr. Kelly
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