Abstract
Class-wide academic performance can be increased by overlaying existing instructional and classroom management procedures with supplemental interdependent group-oriented bonus rewards. The bonus reward strategies may be particularly effective for under-motivated, low-performing students. When applying supplemental interdependent group-oriented bonus rewards, rewards are delivered to all members of a class for meeting a group-oriented performance criterion. A description of supplemental interdependent group-oriented bonus rewards is provided, followed by reasons for using unknown, randomly-selected rewards and criteria for earning rewards. Guidelines for establishing a pool of possible rewards and criteria are provided that are designed to allow teachers to develop their own supplemental interdependent group-oriented bonus rewards.
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