Abstract
The use of behavioral techniques in college teaching has declined during the past three decades. The purpose of this study was to compare a behaviorally based grading approach with a traditional point-based system. A total of 40 college freshmen were randomly assigned to a Traditionally Graded or Contract Graded Introductory Psychology course. Contract graded students were one third as likely to fail or withdraw, 3 times more likely to earn an A grade, and were more likely to perceive a high degree of control over their grade. These findings support use of a contract grading system in the contemporary college classroom.
Highlights
Despite their effectiveness, the use of behavioral techniques in the classroom has decreased since their height of popularity in the 1970s (Saville, Zinn, Neef, Van Norman, & Ferreri, 2006)
Bryan Saville and his colleagues identified four possible factors contributing to this declining use of behavior principles, including (a) an instructor’s resistance to change, (b) incompatibility between program requirements and the academic calendar, (c) the increased workload required by some behavioral systems, and (d) lower confidence in the success of behavioral systems following misuse or misapplication
The purpose of this research is to evaluate and compare contract grading and traditional points-based grading systems on course performance and preferences among college freshmen in a contemporary classroom. Categorical data for both groups were summarized with percentages and compared between groups using the relative risk (RR) ratio
Summary
The use of behavioral techniques in the classroom has decreased since their height of popularity in the 1970s (Saville, Zinn, Neef, Van Norman, & Ferreri, 2006). The question remains, “Is contract grading, as a teaching technology, as effective and applicable in today’s classrooms, and today’s students, as it was 40 years ago?” To that end, the purpose of this research is to evaluate and compare contract grading and traditional points-based grading systems on course performance and preferences among college freshmen in a contemporary classroom.
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