The act of presenting someone else's words, ideas, or work as your own while failing to give them due credit or permission is known as plagiarism. Replication, copying, and the resulting function, together with writing skills, are closely linked to academic performance because they allow students to improve their writing abilities and express their ideas or suggestions in writing. The study's goals were to determine students' awareness of plagiarism and to use a scoring system to assess students' writing proficiency. The study was descriptive in nature, and the data was described using both quantitative and qualitative methods. This study included 70 individuals with bachelor's degrees in psychology, education, and English. The sample for the investigation was chosen using a straightforward random sampling procedure. There were sixty people in the sample. Prior to the instruments being finalized, pilot testing was conducted. The assessment of an expert guaranteed the authenticity of the instruments. Instrument dependability was determined using Cronbach's alpha formula. For the student survey, the Cronbach's alpha value was 0.787. To gather information, the researcher went to the sampled colleges in person. Following data collection, the study results were described using descriptive analysis (frequency and percentage distribution), and the second section of the questionnaire assessed the students' writing skills using predetermined criteria for scoring. The link between plagiarism and its effects on students' writing skills has been discovered. Proactive steps including establishing clear policies, encouraging academic integrity, encouraging originality, using plagiarism detection software, and providing ongoing instruction are advised for educational institutions.
Rubab et al. (Tue,) studied this question.