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Improving homework accuracy: Interdependent group contingencies and randomized components
Author(s) -
Reinhardt Danielle,
Theodore Lea A.,
Bray Melissa A.,
Kehle Thomas J.
Publication year - 2009
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20391
Subject(s) - interdependence , psychology , contingency , contingency management , multiple baseline design , mathematics education , academic achievement , class (philosophy) , randomization , randomized controlled trial , computer science , artificial intelligence , intervention (counseling) , philosophy , linguistics , medicine , surgery , psychiatry , political science , law
Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.