The Effects of Peer Prompting On The Study Behavior Of University Students

Abstract

The problem. The effects of various prompting procedures in gaining official admittance. Procedure. Fifteen provisionally accepted first semester university students were required to earn 6,500 points and complete 30 assignments to pass a study course. Students initially earned points simply for making plans to study in a library study hall. Later points could be earned for matching planned study time with actual study time in the study hall and for completing assignments. Following the point contingency two separate prompting conditions were utilized. One-half of those students who did not increase the number of assignments completed or points earned during the point condition were assigned to a peer prompting condition. Peers first prompted the students by telephone. Following a return to the point contingency these students were assigned to an in-person prompting condition. The other half of the students were assigned to the telephone prompting condition three weeks later than the first half. Findings. The telephone prompt resulted in an increase in both studying completed assignments for both halves. The multiple baseline design across halves of students produced the same in both halves, an increase in both studying completing assignments. The peer prompt by telephone seemed more effective than the in-person prompt. Conclusions. Peer prompting by one or more means was successful in producing more study behavior. Recommendations. Further research could focus on a more detailed evaluation of the telephone prompt, the in-person prompt and some combination of prompts and reinforcement.