Comparando o efeito de contingência de grupo independente e interdependente sobre o desempenho escolar em matemática
Abstract
The present research replicated studies in social behavior ((Lloyd, Eberhardt & Drake, 1996; Pigott, Fantuzzo, Heggie & Clement, 1984), focusing more specifically on assessing outcomes produced by different group contingencies. Group contingencies are effective in modifying unwanted behaviors and increasing school performance. The aim of the present study was to compare an independent and an interdependent group contingency on the frequency of correctly answering math exercises. Twenty students, both genders, from
fourth grade of Elementary School (Cycle 1), from a public school, in a city in the interior of
São Paulo, participated in the study. Participants were divided into five groups and
each group member performed math exercises with 60 addition and subtraction operations (all
exercises were numerical) over a period of ten minutes per session. Reverse designs (ABCA) were used for three groups (Groups 1, 2 and 3), and (ACBA) for the other two groups (Groups 4 and 5). The A condition served as a baseline and no reinforcers were offered. ln B condition, reinforcers were provided by individual performance, required in the group activity. ln
condition C reinforcers were provided based on the average performance of the group activity. The
results of the present study show that averages of the frequency of correct answers for conditions
B and C were higher than for conditions A. However, the participants did not have differences
related to means and standard error between conditions B and C.
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