The effects of two goal setting procedures on math performance

This study attempted to evaluate the effectiveness of two different goal setting procedures on math performance of elementary students. Four fourth grade students participated in this study and were assigned randomly to two different groups. Two concurrent multiple baseline designs across participants were used. One multiple baseline consisted of the following phases: (a) baseline, (b) goal setting with goal options provided, and (c) follow-up. The other baseline included (a) baseline, (b) goal setting with student derived goals, and (c) follow-up. The dependent variables included the percentage of problems completed and the percentage of problems completed correctly. The results supported the hypothesis that the goal setting interventions would lead to improved math performance. Both participants\u27 performance in the goal options condition demonstrated improved accuracy on in-class math assignments while one student made similar gains on math homework. One of the two participants in the student derived goal condition experienced improved assignment completion and accuracy rates. The results of this study support the use of goal setting programs as effective interventions for children. Systematic replication, investigation of the importance of the different components in the intervention package, and other procedural changes would be useful in designing the most effective goal setting interventions