Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies

Abstract

Teachers regularly apply independent group-oriented contingencies (e.g., each student who scored above 89% gets a reward) which are designed to enhance students’ academic performance and achievement. In some instances, these contingencies are ineffective with low performing students. Numerous researchers have demonstrated that applying interdependent group-oriented contingencies (e.g., the entire class receives extra free time if the class average exceeds 89%) can meaningfully enhance mathematics performance across students. Research designed to evaluate the application of interdependent group-oriented bonus rewards on students’ independent mathematic performance will be described and analyzed. Recommendations for applying these procedures will be provided. These recommendations focus on research-based procedures and strategies designed to maximize the effectiveness of interdependent contingencies while minimizing the negative side effects associated with these procedures.

Keywords:

• Class-wide bonus rewards
• math performance
• motivation
• prevention

Additional information

Notes on contributors

Merilee McCurdy

Merilee McCurdy is an associate professor and director of the school psychology programs at the University of Tennessee. Her current research interests include preventing and remedying writing and social skills deficits.

Christopher Skinner

Christopher Skinner is a school psychology professor at the University of Tennessee. His research interests include developing and empirically validating interventions that can easily be incorporated into educational settings.

Virginia McClurg

Virginia McClurg is a Ph.D. student in the school psychology program at the University of Tennessee. Her research interests include preventing and remedying school program via assessment and intervention.

Lynnette Whitsitt

Lynnette Whitsitt is a Ph.D. student in the school psychology program at the University of Tennessee. Her research interests include developing and validating strategies that enhance learning.

Tara Moore

Tara Moore is an assistant professor at the University of Tennessee. Her research interests include developing, installing, and validating positive behavior support programs designed to prevent and remedy behavior and learning problems in school settings.