An evaluation of bonus points for paced study habits

One topic of interest in the field of applied behavior analysis is general education, particularly, how to maximize student learning. Pertinent factors in the effectiveness of education are test scores, study habits, and how a course is structured. The purpose of the present study was to evaluate the delivery of bonus points on the submission of completed learning objectives. The participants were 44 undergraduate students in a 10-week psychology course at California State University, Los Angeles. A multiple-baseline across participants design was used to examine the effects of bonus points contingent upon the timely completion and submission of learning objectives. Results showed that bonus points did not function to increase the submission of learning objectives. The results of this study will potentially add to the behavior analytic literature on study habits and general education in general