E-Assessment and Moodle’s assistance in inhibiting plagiarism among learners
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Abstract
This present comprehensive quasi-experimental study seeks to determine the efficacy of Moodle in decreasing plagiarism among learners in E-assessment. The in-hand study employs a quasi-experimental design where Moodle’s bank of questions is implemented as the suggested treatment. The study was conducted among a randomly selected sample of 114 second-year undergraduate learners from the Department of Media and Communication and Library Science. The obtained results were collected, coded, treated, and analyzed depending on the statistical analysis. The major finding indicates that the implementation of the Question of Bank of Moodle in designing E-assessments significantly lessened the level of plagiarism among learners. Besides, the findings denote that this tool assists learners to become more independent learners.
Keywords: Bank of questions; e-assessment; learners’ autonomy; Moodle; plagiarism.
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