Reference Citation in High School Student Papers

Abstract

Recently, the adoption of inquiry-based learning has grown in high schools, increasing student-led research activities. However, concerns remain about whether students are citing sources appropriately. This study investigates the actual state of reference citations in high school students' papers. The methodology involved collecting papers from high school students and analyzing the references in the bibliography. The survey targets were papers written by high school students from Super Science High Schools certified by Japan's Ministry of Education, Culture, Sports, Science, and Technology. The targets included citations of journal and E-journal Papers, books, web pages, and magazine articles. Findings revealed that only 4.0% of submissions included all essential bibliographic information. Citation deficiencies varied by the type of media referenced, and longitudinal comparisons indicated no significant improvement even after the introduction of new educational guidelines promoting inquiry-based learning. These results suggest that the current emphasis on inquiry does not necessarily enhance students’ citation competence. The findings imply that many high school students cite sources without fully understanding their purpose or value in academic writing. Hence, this study highlights the need to systematize practical instruction in academic writing, provide continuous feedback during the research process, and strengthen collaboration with school libraries.