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.
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02 April 2018
This article was updated with the correct version of Figure 1. Due to an error in production, an older version of Figure 1 was used; Springer regrets the error.
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Acknowledgments
This research was conducted by the first author in partial fulfillment of a Ph.D. in Psychology (behavior analysis concentration) through the Graduate Center, CUNY.
A portion of Dr. Fienup’s work was completed while affiliated with Queens College and The Graduate Center, CUNY.
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The original version of this article was revised: This article was updated with the correct version of Figure 1.
• Frequent quizzes improve student’s exam scores
• Instructors can arrange accuracy-contingencies to increase student accuracy and completion of quizzes
• Contingencies are necessary to increase student accuracy and completion of quizzes
• Accuracy-contingencies on quizzes help all student but had the least effect with low-performing students
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Dalfen, S.R., Fienup, D.M. & Sturmey, P. Effects of a Contingency for Quiz Accuracy on Exam Scores. Behav Analysis Practice 11, 106–113 (2018). https://doi.org/10.1007/s40617-018-0226-z
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DOI: https://doi.org/10.1007/s40617-018-0226-z