Abstract
This investigation examined the effects of token reinforcement in a computer assisted instruction (CAI) program. The experimental sample for the investigation was 69 fifth grade students in Bryan, Texas. These students were participating in an operating CAI mathematics program on a daily basis and had scored one or more grade levels below the national norm in mathematics on the Comprehensive Test of Basic Skills. Further, intact classes which were randomly assigned to the experimental groups were used in this investigation. The treatment group received CAI with token reinforcement while the control group received CAI without token reinforcement for a period of 20 school days. The token reinforcement system consisted of student's receiving a token for each 30 problems solved correctly during CAI sessions. The tokens were coupons which were redeemable at five local U-TOTE'M stores for small edibles and toys. These rewards were identified from the results of a preference survey conducted among the students prior to the investigation. The research question, aligned with the purpose of this study, was as follows: Will the addition of a token reinforcement system to a CAI program in fifth grade mathematics affect the performance and achievement of students working within the program? The research design was a quasi-experimental nonrandomized control-group pretest-criterion measure. Two instruments were used to collect data, the Comprehensive Test of Basic Skills and the Mathematics Strands 1-6 computer program. Analysis of covariance was used with past achievement scores in mathematics serving as the covariant. The dependent variables were the number of mathematical problems solved correctly, percentage of mathematical problems solved and grade level achievement gains in mathematics as measured by the computer. The analysis of data indicated that the token reinforcement system did not increase mathematical achievement when combined with a CAI program in mathematics. A review of the procedures revealed that a small percentage (36%) of the earned tokens was actually exchanged by the students indicating the token exchange procedure may have been an important factor in the results of the investigation.
Karr, Linda Grace (1978). The effects of token reinforcement in a computer assisted instruction program. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -265205.