Effect of Dependent Group Contingencies on Homework Completion and Accuracy

Date of Completion

January 2011


Education, Mathematics|Education, Middle School|Education, Educational Psychology




Previous research has shown that there is a correlation between homework performance and academic achievement. Students with higher rates of homework completion and accuracy also tend to do well academically. Researchers have examined the efficacy of group contingencies to improve homework completion and accuracy in self-contained classrooms and with individuals who experienced difficulties with homework. Group contingencies have been effective in addressing homework problems for individual students as well as those in special education settings. To this point, however, few researchers have considered implementing group contingencies to improve homework production in general education classrooms. Teachers have reported that their students do not accomplish as much homework as they are capable of. The goal of the current study was to extend previous research through the use of a single-subject research design with 3 middle school general education math classrooms. The use of dependent group contingencies should improve students' homework completion and accuracy. Teachers used a reinforcement system based on dependent group contingencies to improve their classrooms' homework completion and accuracy. Results were mixed amongst the three classrooms. The findings warrant further exploration of the efficacy of dependent group contingencies on improving a classroom's homework performance. ^