A Point Contingency for Homework Submission in the Graduate School Classroom

Autor/inn/en	Rehfeldt, Ruth Anne; Walker, Brooke; Garcia, Yors; Lovett, Sadie; Filipiak, Stephen
Titel	A Point Contingency for Homework Submission in the Graduate School Classroom
Quelle	In: Journal of Applied Behavior Analysis, 43 (2010) 3, S.499-502 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Feedback (Response); Homework; Program Effectiveness; Satisfaction; Student Attitudes; Grades (Scholastic); Graduate Students; Student Evaluation; Tests; Contingency Management; Illinois + Suchen Sie Ihr Suchwort? Hausaufgabe; Zufriedenheit; Schülerverhalten; Notenspiegel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Krisenbewältigung
Abstract	Classroom learning opportunities that arrange active engagement in course material and frequent feedback have been shown to enhance students' performance (e.g., Benjamin, 1991; Michael, 1991). Homework assignments are one example of such an opportunity. Recent research on the advantages of homework assignments has raised questions about their practical benefits (see Trautwein & Koller, 2003), largely due to procedural limitations associated with large-group experimental designs. An innovative study by Ryan and Hemmes (2005) was among the first procedurally rigorous studies to evaluate the effects of homework on students' performance in a college course. The authors evaluated the effects of a points versus no points contingency on the submission of homework assignments and quiz performance in an undergraduate psychology course and found that the mean percentage of homework assignments submitted and mean quiz scores were substantially higher in the points condition. The purpose of the present study was to replicate and extend the study reported by Ryan and Hemmes to the graduate school classroom. Results showed that students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected. (Contains 2 figures.) (ERIC).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10