A Point Contingency for Homework Submission in the Graduate School Classroom

Abstract

We explored the effects of points versus no points on the submission of homework assignments and quiz performance in a graduate-level course. Students were more likely to submit homework assignments during points weeks, but quiz scores were relatively unaffected.Key words: higher education, homework assignments, point contingencyClassroom learning opportunities that arrange active engagement in course material and frequent feedback have been shown to enhance students' performance (e.g., Benjamin, 1991;Michael, 1991). Homework assignments are one example of such an opportunity. Recent research on the advantages of homework assignments has raised questions about their practical benefits (see Trautwein & Koller, 2003), largely due to procedural limitations associated with large-group experimental designs. An innovative study by Ryan and Hemmes (2005) was among the first procedurally rigorous studies to evaluate the effects of homework on students' performance in a college course. The authors evaluated the effects of a points versus no points contingency on the submission of homework assignments and quiz performance in an undergraduate psychology course and found that the mean percentage of homework assignments submitted and mean quiz scores were substantially higher in the points condition. The purpose of the present study was to replicate and extend the study reported by Ryan and Hemmes to the graduate school classroom. METHOD Participants, Settings, and MaterialsThirty-one graduate students (26 women and four men), pursuing master of science degrees in the Behavior Analysis and Therapy Department at Southern Illinois University, provided informed consent and initially participated in the study. All of the students were enrolled in a required course entitled ''Behavioral Assessment and Observation Methods.'' The course met for approximately 3 hr once per week for 15 weeks. The course focused on behavioral definitions, observational recording techniques, and issues of validity and reliability of measurement. The first author of this study served as the course instructor, and the second and third authors served as teaching assistants.We used two textbooks and a number of journal articles. Homework assignments and quizzes were based on the content of weekly assigned readings and were written by the authors. Homework assignments were each worth 10 points and included 5 to 10 questions that were either short-answer or essay questions. Each quiz was worth 15 points and included 4 to 10 questions that were either short-answer or essay questions. Points were assigned for each quiz and homework assignment question based on the complexity of the question. Points for homework questions ranged from 1 to 2 points apiece, and points for quiz questions ranged from 1 to 6 points

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