Search Results

An Evaluation of Response to Procedures Used in Working with Mid-Semester Failing Students

Description: The primary purpose of this paper is to evaluate student and teaching faculty response to the formal procedures used at a large university to officially warn students who are in danger of failing, and to study the relationship of this process to such factors as college entrance examinations and subsequent grades.
Date: August 1964
Creator: Clark, David Derrix
Partner: UNT Libraries

A Comparative Study of Forty-Five Freshmen at Southwestern Junior College Showing What Influence Intelligence, Socio-Economic Status, Mental Health, Personality, and Manual Work Load Have upon Grades Received

Description: The purpose of this study is to see to what extent the factors of intelligence, socio-economic status, personality, condition of mental health, and manual work load have influence the grades received by forty-five freshmen at Southwestern Junior College.
Date: 1950
Creator: Craw, Frances
Partner: UNT Libraries

[Letter from Lula Watkins to Linnet White, April 12, 1915]

Description: Letter to Linnet White from Lula Watkins giving her apology for not writing sooner and discussing news of friends and family in the area. She mentions her daughter's passing card, sewing projects, and what people are up to.
Date: April 12, 1915
Creator: Watkins, Lula
Item Type: Letter
Partner: UNT Libraries Special Collections

Would You Do Your Homework for a Chance to Improve Your Quiz Score?

Description: Students who complete homework generally do better on measures of academic performance such as quizzes, exams, and overall course grades. We examined the effects of contingent access to second quiz attempts on the percentage of undergraduate students completing homework to mastery. The study was conducted in an Introduction to Behavior Analysis course that, historically, had only 70% of students on average completing homework. An adapted multiple baseline design across sections was used for four sections of the course. Students could access a second quiz attempt contingent by meeting the following criteria: the student received a 16 out of 20 on the first quiz attempt or by meeting the mastery criterion of the homework (45 out of 50). We also examined the relation between homework accuracy and scores on first quiz attempts. Two sections did not show a difference in homework completion with and without the second quiz attempt contingency. One section showed more sensitivity toward the contingency once it was withdrawn, and one section never had the removal of the contingency and had the highest percentages of students completing their homework. When analyzing the relation of homework accuracy to the corresponding first quiz attempts, homework accuracy appeared to be related to higher scores on first quiz attempts across all sections. Quiz scores were typically a letter grade higher for students who completed homework compared to students who did not complete homework to mastery. Although there are limitations to the current study, the results suggest the second quiz contingency may impact homework completion.
Date: August 2014
Creator: Zimmerman, Karl J.
Partner: UNT Libraries