Discussion Behaviors and Quiz Performance as a Function of Points for Discussion
Coburn, Kathleen A.
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The Problem: Social and point-token reinforcement were implemented to increase student question-asking and discussion behaviors. Procedure: Three groups of university college students in small discussion classes were the participants in this study. Baseline data was collected on frequency of student discussion behaviors and on accuracy scores on both an immediate and delayed review quiz. Findings: Results demonstrate that social and point-token reinforcement were highly effective for increasing the rate of discussion behaviors. In addition, increased accuracy scores on the immediate review quiz following discussion of material to be contained in those quizzes were noted. No improvement on the delayed review quiz was observed. Conclusion: Implications are that student interaction with academic material in the form of discussion can increase academic performance. Recommendations: It would appear that efforts should be made to promote as much of this interaction as possible in the classroom.
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