Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies

McCurdy, Merilee; Skinner, Christopher H.; McClurg, Virginia M.; Whitsitt, Lynnette; Moore, Tara C.

doi:10.1080/1045988x.2019.1678008

Cited by 14 publications

(38 citation statements)

References 44 publications

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“…That is, although important differences in mathematics anxiety may be reported between primary school, middle school, high school, and college students, students in middle school are likely to report similar results in mathematics anxiety independent of the course grade they are taking. In this sense and regarding hypotheses 3 and 4, several authors in the mathematics peer tutoring field have found no differences in academic or psychological outcomes by gender or course grade within the same educational stage (Alegre et al, 2019c;Hartini, 2019;McCurdy et al, 2020;Sun et al, 2020). The qualitative information supported these findings, as no important differences in students' opinions were detected by gender or course grade.…”

Section: Discussionmentioning

confidence: 72%

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

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In this research the effects of reciprocal peer tutoring on students' mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge's g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge's g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students' mathematics anxiety, regardless of their gender or grade.

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Section: Discussionmentioning

confidence: 72%

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

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“…When SI-GOBRs are applied, rewards should not be punishers for some students. For example, earning the opportunity to play dodgeball may be a high-quality reward for some students but a punisher for others (McCurdy et al, 2020). If playing dodgeball is punishing for some students, these students may " Like a wrapped present, an unknown or mystery reward may be higher quality or more powerful than a known reward.…”

Section: Reward Poolmentioning

confidence: 99%

“…There are numerous options for activity rewards that can be found with online searches, shared from teacher to teacher, or created by teachers and students. Regardless, if the activity takes little time (e.g., teacher sings a song), does not interfere with teaching and learning (e.g., listening to music during seatwork), and is not something that is typically done in school (e.g., shoes off in class), then it may be a high-quality bonus reward for most students that can be used to enhance academic performance without significantly reducing teaching and learning time (McCurdy et al, 2020).…”

Section: Consider Activity Rewards Whenmentioning

confidence: 99%

“…Students may occasionally complain about failing to get a reward when they did well (Heering & Wilder, 2006;VanMaaren et al, 2020). Repeating that this is a group reward and indicating other benefits from their excellent individual work (e.g., benefits from learning, other rewards they receive for their individual performance) may mitigate these complaints (McCurdy et al, 2020). If complaining persists, teachers can let students know that this bonus reward system can be dropped (Andrews & Williams, 1970;VanMaaren et al, 2020).…”

Section: Other Considerationsmentioning

confidence: 99%

“…This can be addressed by replacing rewards after they are randomly selected. Regardless, students wanting to attend school because it is a place where their academic performance is rewarded is really not much of a problem (McCurdy et al, 2020).…”

Section: Other Considerationsmentioning

confidence: 99%

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Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue

Crewdson

Skinner

Wheat

et al. 2021

TEACHING Exceptional Children

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Class-wide academic performance can be increased by overlaying existing instructional and classroom management procedures with supplemental interdependent group-oriented bonus rewards. The bonus reward strategies may be particularly effective for under-motivated, low-performing students. When applying supplemental interdependent group-oriented bonus rewards, rewards are delivered to all members of a class for meeting a group-oriented performance criterion. A description of supplemental interdependent group-oriented bonus rewards is provided, followed by reasons for using unknown, randomly-selected rewards and criteria for earning rewards. Guidelines for establishing a pool of possible rewards and criteria are provided that are designed to allow teachers to develop their own supplemental interdependent group-oriented bonus rewards.

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Enhancing word signing in hearing students with reading disorders using computer‐based learning trials

Evans,

Skinner,

Wolbers

et al. 2024

J of App Behav Analysis

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Multiple‐baseline‐across‐word‐sets designs were used to determine whether a computer‐based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology‐based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.

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Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies

Cited by 14 publications

References 44 publications

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue

Enhancing word signing in hearing students with reading disorders using computer‐based learning trials

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