Awareness and Use of Plagiarism Detection Tools: A Correlational Study among LIS Postgraduates in Nigerian Universities

Abstract

Statement of the Problem. The issue of plagiarism has gained significant attention due to its detrimental impact on the quality and integrity of research. Plagiarism not only undermines the credibility of scholarly work but also hinders the development of critical thinking and originality among researchers. While the proliferation of online resources has made accessing information easier, it has also inadvertently increased the potential for plagiarism.  Despite the availability of numerous plagiarism detection tools, there seems to be a lack of comprehensive understanding among LIS postgraduate students in Nigerian library schools regarding the existence, features, and benefits of these tools. This study examined the awareness and use of plagiarism detection tools among Library and Information Science postgraduate students in Nigerian universities and explored the relationship between awareness and actual usage.

Method. A correlational research design was used, and data were collected from 146 students across ten universities through a validated questionnaire. The data were analyzed using both descriptive and inferential statistics.

Results. The findings revealed high awareness and strong use of Turnitin, moderate awareness and use of EagleScan, and comparatively lower engagement with the Third Eye tool. Significant positive relationships were found between awareness and usage of all three tools, showing that students who are more knowledgeable about plagiarism checkers are more likely to apply them in their research. The results further indicate that these tools contribute to student learning beyond compliance by supporting improved citation practices, paraphrasing skills, and originality.

Originality. To the best of the researchers’ knowledge, this study is the first to investigate the awareness and usage of specific plagiarism detection tools among Library and Information Science postgraduate students in Nigeria. By establishing a significant link between awareness and practical use, it provides novel empirical evidence crucial for shaping effective academic integrity training and policy in library schools.