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dc.contributor.authorCoburn, Kathleen A.
dc.date.accessioned2009-04-10T15:19:42Z
dc.date.available2009-04-10T15:19:42Z
dc.date.issued1976-10
dc.identifier.other1976 .C672
dc.identifier.urihttp://hdl.handle.net/2092/892
dc.description22 leaves. Advisor: Earle L. Canfielden_US
dc.description.abstractThe 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.isoen_USen_US
dc.publisherDrake Universityen_US
dc.relation.ispartofseriesDrake University, School of Graduate Studies;1976
dc.subjectCollege students--Testing--Behavioren_US
dc.subjectReinforcement (Psychology)en_US
dc.subjectDiscussion--Students--Behavioren_US
dc.subjectQuestions and answers--Students--Behavioren_US
dc.titleDiscussion Behaviors and Quiz Performance as a Function of Points for Discussionen_US
dc.typeThesisen_US


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