Using student-managed interventions to increase homework completion and accuracy.
Using student-managed interventions to increase homework completion and accuracy.
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使用学生管理的干预措施来提高作业完成率和准确性。
DOI：
10.1901/jaba.1994.27-85
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发表时间：
1994
影响因子：
2.9
通讯作者：
D. Andrews
中科院分区：
文献类型：
--
作者：
D. Olympia;S. Sheridan;W. Jenson;D. Andrews
我们研究了自我管理的个人和团体应急程序在提高日常数学作业的完成率和准确率的有效性。本研究选取了一组数学作业困难的六年级学生作为研究对象。大部分学生的家庭作业完成量都比基线有了很大的提高，而准确性的结果则参差不齐。参加自我管理培训的学生在标准化的学业成绩和基于课程的课堂表现方面取得了显着的进步。家长们也报告说，在干预后，与家庭作业完成相关的问题明显减少。允许学生选择自己的表现目标作出了上级的改善，在家庭作业的数量相比，谁给了一个指定的目标，由任课教师。家长，受试者和任课教师积极回应消费者满意度的措施后终止的研究。
We examined the effectiveness of self-managed individual and group contingency procedures in improving the completion and accuracy rates of daily mathematics homework assignments. A group of sixth-grade students having homework difficulties in mathematics were selected for the study. There was substantial improvement in the amount of homework completed over baseline for a majority of the students, whereas the results for accuracy were mixed. Students who participated in the self-management training made significant gains on standardized measures of academic achievement and curriculum-based measures of classroom performance. Parents also reported significantly fewer problems associated with homework completion following the intervention. Students who were allowed to select their own performance goals made superior improvements in the number of homework assignments returned compared to students who were given a specified goal by the classroom teacher. Parents, subjects, and the classroom teacher responded positively on consumer satisfaction measures following termination of the study.