Correction to: Effects of a Contingency for Quiz Accuracy on Exam Scores

Abstract

Reports an error in "Effects of a contingency for quiz accuracy on exam scores" by Samantha R. Dalfen, Daniel M. Fienup and Peter Sturmey (Behavior Analysis in Practice, Advanced Online Publication, Feb 27, 2018, np). This article was updated with the correct version of Figure 1. Due to an error in production, an older version of Figure 1 was used; Springer regrets the error. (The following abstract of the original article appeared in record 2018-08957-001). Completing frequent quizzes can improve exam scores; however, there is a lack of research on variables that influence quiz accuracy and whether there is an effect on exam scores. This study evaluated the effects of a contingency for quiz accuracy on quiz accuracy and exam performance. Eighty-one students enrolled in an introductory Learning course participated. For each class meeting and its related readings, the instructor assigned an online quiz due just before each class. During the no-contingency condition, the instructor assigned quizzes, but quiz accuracy did not result in points toward the final grade. During the accuracy-contingency condition, students earned points based on quiz accuracy. In a reversal design, the accuracy-contingency increased quiz accuracy and exam scores relative to no-contingency. Although many students benefited from the contingency, low-performing students were least likely to show a meaningful improvement in exam scores. (PsycINFO Database Record (c) 2018 APA, all rights reserved)