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Fig. 1 | BMC Research Notes

Fig. 1

From: Academic dishonesty in higher education: students’ perceptions and involvement in an African institution

Fig. 1

Students’ sources of information on academic dishonesty regulations. Unpaired two-tailed Mann–Whitney U-test, ****p < 0.0001, ns not significant at 95 % confidence interval. Respondents found freshman orientation programmes as the most useful source of information on academic dishonesty, followed closely by their lecturers, colleague students, course outlines and students’ handbook. Supporting staff (such as laboratory technicians and teaching assistants were the least useful source of information on dishonest practices). While lecturers were significantly more useful than supporting staff, students’ handbook and course outline were useful to similar extents. Furthermore, freshman orientation programmes were significantly more useful than colleague students regarding information on dishonest behaviours and how to avoid them. Further details can be found in Table 3

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