ERIC Number: ED024314
Record Type: RIE
Publication Date: 1968-Jun
Reference Count: 0
Learning Contingencies in the College Classrooms: A Pilot Study. Final Report.
Wiggins, James A.; And Others
The purpose of the study was to explore the effects of various practical instruction procedures on academic performance. Six sections of an introductory sociology course were assigned various experimental conditions involving quizzing and incentives. Examinations were administered at intervals during the course and once after course completion. Incentive conditions included grades, best-grade doubling, honor seminar, excused class attendance, and exempt final examinations. The major methodological problems confronted were variation in instructor behavior, within-group variation of student performance, comparative examinations, ineffective collection of study time data, and the brevity of periods to effectively manipulate experimental conditions. General findings were that two of four incentive conditions were effective in systematically modifying examination and study time performances, most of the information acquired in the course was lost fifteen weeks after course completion, neither the frequency nor scheduling of quizzes had a systematic effect on academic performance, and only a very low but significant relationship was found between study time and examination performance. (Author/CS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Kansas Univ., Lawrence.; North Carolina Univ., Chapel Hill.