The Differential Effects Of Supplemental Self Instruction On Student Achievement In Mathematics

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Download or read book The Differential Effects of Performance-contingent, Completion-contingent, and No Reward Conditions on Math Performance, Voluntary Task Participation, and Self-reported Interest in Math written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have repeatedly found that performance-contingent and task-contingent rewards can be used to increase both math accuracy and completion rates. However, researchers have not directly compared the differential effects of these two types of reward contingencies. Although researchers have examined the differential effects of performance-contingent and task-contingent rewards on intrinsic motivation to perform an activity, this research has consistently focused on the dependent measures of self-reported interest and free-choice participation. To this point, researchers have not thoroughly investigated the differential effects of performance-and task completion-contingent rewards on academic accuracy when these contingencies are in place and after teachers remove them. Researchers also have failed to examine the differential effects of meeting or failing to meet a reward contingency on academic accuracy. To address the gaps in the past research on performance-contingent and task-contingent rewards, this study investigated the effects of different types of reward contingencies on both academic performance and interest in math. Specifically, the study attempted to answer the following questions: What are the differential effects of performance-contingent, completion-contingent, and no reward conditions on math performance when the experimental conditions are in place, in a mandatory follow-up phase, and in a choice follow-up phase? What are the differential effects of earning a reward versus failing to earn a reward on subsequent academic performance within the framework of a completion or performance contingency? What are the differential effects of receiving a reward versus no reward for high academic performance on subsequent performance under a choice follow-up condition? Students from three 4th grade classrooms and four 5th grade classrooms served as participants. Over the course of three school days, all students were exposed to three experimental conditions including performance-contingent reward, completion-contingent reward, and no reward. The order of the presentation of conditions was counterbalanced and randomly assigned to the seven participating classrooms. In each of the three experimental conditions, students were given feedback regarding the accuracy of their responding. The day before experimental procedures began, students completed a pretest of math performance (i.e., an assignment of math problems) and of self-reported interest in math (i.e., a short Likert-scale questionnaire). On each of the three experimental days, the primary researcher distributed math assignments to students in each class and informed them of the presence or absence of reward contingencies in place that day. Assignments were comprised of problems appropriate for the grade level. The fourth grade classrooms were presented with 30 two-digit by two-digit subtraction problems, each involving borrowing. The fifth grade classrooms were presented with 50 two-digit by one-digit multiplication problems.