ERIC Number: ED044265
Record Type: RIE
Publication Date: 1970-Jun-30
Reference Count: 0
A Comparison of Group and Individual Rewards in Teaching Reading to Slow Learners. Final Report.
Jacobs, John F.
The use of operant techniques in the classroom, especially with slow learners, was investigated, and several types of reinforcement were compared. Subjects were 129 fourth graders enrolled in a middle school in a disadvantaged rural Florida community. The subjects were stratified by race, sex, and homeroom and were randomly assigned to one of five treatment conditions: control, random reward, individual reward, combined reward, or group reward. Five subtests of the Stanford Achievement Text Battery were administered before and after the 11-week experimental period. Data were analyzed using parametric statistics, and results demonstrated the feasability and power of group techniques for classroom use. Of the operant techniques studied, the group rewards appeared to provide the most influential control over classroom activity, and individual rewards actually impeded the maximum growth experienced under group conditions. A bibliography and tables of results are included. (MS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Florida Univ., Gainesville. Coll. of Education.