|
| Instructional Practices for Undergraduate Teaching |
| Saturday, May 28, 2005 |
| 1:00 PM–2:20 PM |
| Private Dining Room 2 (3rd floor) |
| Area: EDC |
| Chair: Janet Ellis (University of North Texas) |
| |
| Differential Effects of Cooperative Learning Contingencies on the Exam Scores of High-, Average-, and Low-Performing Undergraduates |
| Domain: Applied Research |
| ERIN E. CARROLL (University of Tennessee), Briana L. Hautau (University of Tennessee), Robert Lee Williams (University of Tennessee) |
| |
| Abstract: Students (N = 365) in different sections of a large human-development course participated in the study. Their scores on computer-scored multiple-choice exams across three units in the course served as the dependent measure. The independent variable consisted of two cooperative-learning contingencies attached to exam performance, with the first contingency awarding all the bonus credit on a group basis and the second contingency awarding part of the credit on a group basis and part on an individual basis. Each of the contingencies was applied in a repeated-measures design, with baseline, treatment, and reversal phases. The effects of the combined group and individual contingency tended to be more favorable than the group contingency alone for all performance groups, particularly for high achievers. Under the group contingency, high performers’ scores decreased in the treatment phase; whereas under the group plus individual contingency, high performers’ scores remained high (largely attributable to greater individual accountability). Analysis of student responses to an open-ended survey following the cooperative-learning experience revealed that high performers attached greater importance to the bonus credit and perceived themselves more as group leaders under the combined group and individual contingency than under the group contingency (inter-rater agreement for the qualitative classifications was 94%). |
| |
| Effects of Balancing Trials, Using Antecedent Prompts and Request-Contingent Feedback on Complex Task Retention |
| Domain: Applied Research |
| JANET ELLIS (University of North Texas), Sandy Magee (University of North Texas) |
| |
| Abstract: The current investigation is a follow-up to a previously reported study indicating error-correction consequences increased errors and decreased retention rates as compared to trial-and-error. Questions raised included effects of: a) balancing total number of reinforced trials across groups, b) using antecedent (vs. postcedent) prompts, and c) delivering error-correction feedback contingent on trainee request rather than errors. Participants are undergraduate behavior analysis majors learning a very complex Japanese word/phrase receptive identification task. Data collection is currently underway and results will be compared to previous findings (listed above). [86] |
| |
|
| |