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Wright, Marcia N. Gragg, & Kenneth M. Cramer  \nUniversity of Winsor  \nUndergraduate classes typically involve a professor lecturing to 100 or more students. Too often, this results in minimal opportunities for student participation. Positive reinforcement was used to promote student participation (i.e., defined as relevant comments or questions) in a second-year psychology class (N = 97). Class participation was measured for five weeks in two 80-minute lectures per week. Baseline was collected in two lectures. In the unaware phase for two lectures, paper tickets were given without explanation to students who participated. Students were then informed that tickets were given for class participation, and would be entered into a draw for gift certificates. Data were collected for four lectures in this informed condition. Final baseline consisted of two lectures with no tickets distributed. Student attendance was recorded. Frequency of instructor questions remained relatively consistent. Class participation rose from 38 relevant comments and questions per week during initial baseline, to 47 during the unaware phase, 52.5 during the informed phase, and 60 for final baseline. Positive reinforcement was associated with increased class participation overall, but with little change for students with high initial participation. Students said they enjoyed and benefitedfrom the class participation activity.  \nIntroduction  \nAiivbe cluteasopartstuicdpntionlearhasningbe(enMifouchanedl, to20con06)-  \nHowever, most undergraduate classes involve professors lecturing to large classes of 100 or more students. This format affords few opportunities for active engagement. Upper-level classes are often  \nsmaller, and students can be encouraged to actively express their ideas. Even so, one student wrote in a class poll, “For many of us being in fourth year, we have gotten used to just listening in class and not participating much.” I (Nichole) was inspired to conduct the current study while taking a  \nfourth-year Behaviour Modification course taught by the second author (Marcia) . Previously in my educational career, I rarely voiced my opinions or questions during class although I achieved excellent grades. Usually, only a few students per class willingly and frequently participated. In Behaviour Modification, Marcia reinforced student participation with paper tickets worth participation points. Points tallied throughout the semester contributed to 20% of the final grade. Positive reinforcers are stimuli presented immediately after a behaviour that increase the likelihood of the behaviour reoccurring, and backup reinforcers are delayed positive reinforcers paired with an immediate reinforcer (Cooper, Heron, & Heward, 2007) . In this class, the positive reinforcer was the participation point given immediately following a student participating, while the backup reinforcer was the percentage of the final grade.  \nIn this situation, I began to eagerly share my ideas and insights. The ticket reinforcers in Dr. Gragg’s class introduced me to the potential of active class participation. I began to question why participation was uncommon in larger undergraduate classes.  \nThis study investigated whether positive reinforcement could increase participation in a larger second-year class. Class participation was defined as students’ relevant questions or comments during lectures that contributed to whole group discussions. I used a token system to reinforce class participation, so students accumulated participation tickets for a draw to win prizes. We expected participation to increase when students were reinforced immediately and also with backup reinforcement.  \nMethod  \nParticipants  \nParticipants were recruited from a second-year psychology class with 97 registered students in second to fourth year, at the University of Windsor. I was the teaching assistant, and interacte","cbCaidIdkqpwtWMv","https://ap.wps.com/l/cbCaidIdkqpwtWMv","pdf",241379,"English","# Introduction\n# Method\n## Participants\n## Procedure","[{\"question\":\"本研究如何定义“课堂参与”？\",\"answer\":\"课堂参与定义为学生在讲座中自愿给出的与主题相关的口头评论、问题或回应，并且其内容需要能推动全班讨论。仅仅举手、请求重复或回答定向给特定同学的问题不计入参与；不当或与“闲聊”无关的内容也会被排除。\"},{\"question\":\"研究采用了什么强化方式来促进参与？\",\"answer\":\"研究使用代币/积分体系：学生因参与获得参与入场券，累计入场券用于抽奖以赢取奖品；同时设置阶段以体现立即解释并奖励参与，以及基于最终成绩百分比的延迟备份强化逻辑。\"},{\"question\":\"研究如何比较不同阶段对参与度的影响？\",\"answer\":\"研究在五周内、每周两次讲座分四个阶段收集数据：初始基线阶段不给券；“不知情”阶段对参与者发放但不解释用途；“知情”阶段解释券的目的后继续发放；最后基线阶段不再发放券。并记录出勤、课堂参与次数与授课者提示频率。\"}]","Encouraging Undergraduate Class Participation: A Student Perspective | PDF",1792087254,13]