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1	Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance Rousu, Matthew C., Corrigan, Jay R., Harris, David, Hayter, Jill K., Houser, Scott, Lafrancois, Becky A., Onafowora, Olugbenga, Colson, Gregory, Hoffer, Adam 01 January 2015 (has links) Using 641 principles of economics students across four universities, the authors examine whether providing monetary incentives in a prisoner's dilemma game enhances student learning as measured by a set of common exam questions. Subjects either play a two-player prisoner's dilemma game for real money, play the same game with no money at stake (i.e., play a hypothetical version), or are in a control group where no game is played. The authors find strong evidence that students who played the classroom game for real money earned higher test scores than students who played the hypothetical game or where no game was played. Their findings challenge the conventional wisdom that monetary incentives are unnecessary in classroom experiments. classroom experiments course performance monetary incentives Economics and Finance
2	The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course Partin, Matthew L. 25 July 2008 (has links) No description available. Biology Education Higher Education Science Education self-efficacy attitudes biology science education undergraduate path analysis multiple regression ANOVA learning environment constructivism leadership higher education motivation course performance intrinsic goal orientation

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Do Monetary Incentives Matter in Classroom Experiments? Effects on Course Performance

The CLEM Model: Path Analysis of the Mediating Effects of Attitudes and Motivational Beliefs on the Relationship Between Perceived Learning Environment and Course Performance in an Undergraduate Nonmajor Biology Course