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ERIC Number: ED110909
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Effects of Reinforcing Self-Charting of Course Progress on Course Work Productivity in College Courses.
Swenson, Leland C.
While the Personalized System of Instruction introduced by Keller individualizes the college classroom, it may be impractical when time is limited by administrative rules, without modification. Having students pace themselves within a fixed academic time period usually leads to procrastination and cramming at the end of the semester/quarter. The present system attempted to correct the problem of cramming by providing students enrolled in a course in physiological psychology with "self-charting forms" to permit precise feedback early in the semester. It was found that emphasizing the use of the forms increased their effectiveness and adding point contingencies increased the effect still more. Sections of the course (which combined modified Keller elements with a point-token system and a lecture-discussion classroom format) exposed to the contingencies did more early work in both qualitatively graded and ungraded categories, crammed less, and did better during chart-submission contingency intervals on instructor-paced, graded, objective exams. Student responses to course/instructor-evaluation forms were slightly superior as a result of the treatment. The system is simple to use. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A