| Title |
Effects of a Contingency for Quiz Accuracy on Exam Scores
|
|---|---|
| Published in |
Behavior Analysis in Practice, February 2018
|
| DOI | 10.1007/s40617-018-0226-z |
| Pubmed ID | |
| Authors |
Samantha R. Dalfen, Daniel M. Fienup, Peter Sturmey |
| Abstract |
Completing frequent quizzes can improve exam scores; however, there is a lack of research on variables that influence quiz accuracy and whether there is an effect on exam scores. This study evaluated the effects of a contingency for quiz accuracy on quiz accuracy and exam performance. Eighty-one students enrolled in an introductory Learning course participated. For each class meeting and its related readings, the instructor assigned an online quiz due just before each class. During the no-contingency condition, the instructor assigned quizzes, but quiz accuracy did not result in points toward the final grade. During the accuracy-contingency condition, students earned points based on quiz accuracy. In a reversal design, the accuracy-contingency increased quiz accuracy and exam scores relative to no-contingency. Although many students benefited from the contingency, low-performing students were least likely to show a meaningful improvement in exam scores. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 11 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 11 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Other | 1 | 9% |
| Lecturer | 1 | 9% |
| Student > Doctoral Student | 1 | 9% |
| Student > Bachelor | 1 | 9% |
| Professor | 1 | 9% |
| Other | 4 | 36% |
| Unknown | 2 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 5 | 45% |
| Medicine and Dentistry | 2 | 18% |
| Neuroscience | 1 | 9% |
| Social Sciences | 1 | 9% |
| Unknown | 2 | 18% |
Attention Score in Context
This research output has an Altmetric Attention Score of 8. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 11 June 2018.
All research outputs
#4,030,981
of 23,025,074 outputs
Outputs from Behavior Analysis in Practice
#128
of 560 outputs
Outputs of similar age
#79,618
of 330,058 outputs
Outputs of similar age from Behavior Analysis in Practice
#7
of 23 outputs
Altmetric has tracked 23,025,074 research outputs across all sources so far. Compared to these this one has done well and is in the 82nd percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 560 research outputs from this source. They typically receive more attention than average, with a mean Attention Score of 7.7. This one has done well, scoring higher than 75% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 330,058 tracked outputs that were published within six weeks on either side of this one in any source. This one has done well, scoring higher than 75% of its contemporaries.
We're also able to compare this research output to 23 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 69% of its contemporaries.