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| Strategies for the College Classroom |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Berkeley |
| Area: EDC |
| Chair: Laura D. Fredrick (Georgia State University) |
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| Effects of the Contingency for Homework Submission on Students’ Performance in a College Course |
| Domain: Applied Research |
| CAROLYN S. RYAN (Queens College and the Graduate Center, City University of New York), Nancy S. Hemmes (Queens College and the Graduate Center, City University of New York) |
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| Abstract: Effects of the contingency for homework assignment submission on the probability of submission and on quiz grades were assessed in a college psychology course. Under an alternating treatments design, each student was assigned to a points condition, in which points toward the course grade were available for quiz-related homework submission, for 5 of 10 assignments. Points were not available under the no-points condition for the other assignments. Instructor feedback was provided for all assignments. A quiz was presented following students’ receipt of feedback. For Experiments 1 and 2, the group mean percentage of homework assignments submitted under the points condition (100%;98%, respectively) were higher for all assignments compared to the no-points condition (24%;17%, respectively); t(18) = 13.8, p<.05 (Experiment 1) and t(16)= 17.25, p<.05 (Experiment 2). For Experiments 1 and 2, group mean quiz scores were significantly higher under the points condition (82.3%;82.3%) versus the no-points condition (72.4%;72.0%, respectively); t(18)= 1.6, p<.05 and t(16)= 3.49, p<.05, respectively. Participants’ quiz performance varied systematically with condition. Reliability of all assignments was 100% between the first author and an independent observer. The findings demonstrate that homework submission was not maintained when the consequences were feedback and expectation of improved quiz performance. |
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| Comparing the Effects of Response Cards and Daily Practice and Feedback on End of Week Quiz Scores in a University Introduction to Applied Behavior Analysis Course |
| Domain: Applied Research |
| PAUL MALANGA (University of South Dakota), William J. Sweeney (University of South Dakota) |
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| Abstract: The beneficial effects of response cards on student achievement levels have been studied at both the elementary (Drevno, Kimball, Possi, Heward, Gardner, & Barbetta, 1994; Gardner, Heward, & Grossi, 1994) and secondary levels (Cavanaugh, Heward, & Donelson, 1996). While these studies have demonstrated the beneficial effects of active student responding in both elementary and secondary settings, there is a dearth of systematic research examining the effectiveness of response cards at the post-secondary level. Furthermore, few studies have examined the relative effectiveness of response cards with an alternative active treatment condition. The current study compared the effects of response cards and daily practice with feedback on end of week quiz scores in a University introductory applied behavior analysis course. Data were collected via permanent product records and an unmarked copy of student performance was provided to a second rater with an equivalent knowledge base in Applied Behavior Analysis to score. Scores were compared and reliability data were computed using a point-to-point method of agreement. |
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| Practicum in Applied Behavior Analysis: Our First Effort |
| Domain: Applied Research |
| CLAUDIA E. MCDADE (Jacksonville State University), Rasoul Mokhtari (Jacksonville State University) |
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| Abstract: This presentation will describe a graduate/undergraduate course in Criterion- Based Behavior. This course was first taught in Fall semester 2003. Its objectives include: Demonstrate fluency of behavioral terminology and precision methods; Apply behavior analysis fluency to self and others; Demonstrate fluency of theoretical bases for Standard Measurement; Illustrate principles of behavior in each student’s life. Students completed at least ten projects each including: SAFMEDS; Self-management; Inner behavior; Another Human; Non-human animal. Projects ranged from human relationships to animal training to reducing inappropriate behavior. The instructor and student assistant will share many of the projects’ Standard Celeration Charts with the data recorded by students in the class. |
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