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A point contingency for homework submission in the graduate school classroom
Ruth Anne Rehfeldt1, Brooke Walker, Yors Garcia
1Behavior Analysis and Therapy Program, Rehabilitation Institute, Southern Illinois University, Carbondale, Illinois 62901, USA. rehfeldt@siu.edu
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.
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