Experimenters evaluated the effects of a homework session on undergraduate students' homework performance through an adapted alternating treatments design in two introduction to behavior analysis courses. Several participants attended homework sessions; however, homework submission and homework mastery did not vary as a function of homework session attendance or availability. Homework submission remained high throughout the experiment regardless of attendance at or availability of a homework session. Many participants responded that they were not interested in or did not need homework sessions. Participants who attended homework sessions rated them as neutral or helpful overall, with longer time and different time as the most common suggestions for improvement.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc271826 |
| Date | 05 1900 |
| Creators | Hamilton, Elissa R. |
| Contributors | Cihon, Traci M., Toussaint, Karen A., Smith, Richard |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Hamilton, Elissa R., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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