Discussion Behaviors and Quiz Performance as a Function of Points for Discussion

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dc.contributor.author Coburn, Kathleen A.
dc.date.accessioned 2009-04-10T15:19:42Z
dc.date.available 2009-04-10T15:19:42Z
dc.date.issued 1976-10
dc.identifier.other 1976 .C672
dc.identifier.uri http://hdl.handle.net/2092/892
dc.description 22 leaves. Advisor: Earle L. Canfield en_US
dc.description.abstract 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. en_US
dc.language.iso en_US en_US
dc.publisher Drake University en_US
dc.relation.ispartofseries Drake University, School of Graduate Studies;1976
dc.subject College students--Testing--Behavior en_US
dc.subject Reinforcement (Psychology) en_US
dc.subject Discussion--Students--Behavior en_US
dc.subject Questions and answers--Students--Behavior en_US
dc.title Discussion Behaviors and Quiz Performance as a Function of Points for Discussion en_US
dc.type Thesis en_US


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