Literaturnachweis - Detailanzeige
| Autor/inn/en | Billington, Eric J.; Skinner, Christopher H.; Hutchins, Holly M.; Malone, John C. |
|---|---|
| Titel | Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice towards More Effortful Assignments |
| Quelle | In: Journal of Behavioral Education, 13 (2004) 3, S.193-207 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-0819 |
| DOI | 10.1023/B:JOBE.0000037629.97526.ab |
| Schlagwörter | Assignments; College Students; Multiplication; Problem Solving; Reinforcement; Hypothesis Testing; Mathematics Education; College Mathematics; Mathematics Instruction; Student Attitudes; Teaching Methods |
| Abstract | College students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort assignment containing 18 long three-digit ? two-digit (3?2) multiplication problems with all numerals in each problem being equal to or greater than four and a moderate-effort assignment that contained nine long problems and nine interspersed moderate 3?2 problems with numerals less than four. Assignment Pair B contained similar assignment sheets, the exception being that the high-effort assignment contained six additional one-digit ? one-digit (1?1) problems interspersed following every third 3?2 problem. After working on each assignment pair, students ranked assignments and chose a new assignment for homework. Analysis of Assignment Pair A revealed that students overwhelmingly preferred the moderate-effort assignment. Analysis of interaction effects showed that when additional brief problems were added to the high-effort assignments, the proportion of students who chose the high-effort assignment for homework and ranked it as being less difficult, time consuming, and effortful increased significantly. Results support previous research on effort and choice and the hypothesis that a completed discrete problem may serve a reinforcing stimulus. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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