Effects of self-recording and contingent credit on balancing participation across students

K. R. Krohn, K. B. Aspiranti, L. N. Foster, D. F. McCleary, C. M. Taylor, M. L. Nalls, C. C. Quillivan, R. L. Williams

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


This study compared the effects of students' (a) receiving participation credit with and without self-recording their participation and (b) self-recording participation with and without receiving credit for participation on the percentage of students functioning at four participation levels: non-participation, credit-level participation, frequent participation (slightly above credit-level), and dominant participation (2.5+ times above credit-level). Participants came from three sections of a relatively large discussion course (initially 55 students per section). Credit (with and without self-recording participation) decreased the percentage of both non-participants and dominant participants and increased the percentage of credit-level participants, thus creating greater balance in participation across students in each class. In contrast, self-recording versus non-self-recording (with and without credit) did not significantly differentiate the percentages of either non-participants or frequent participants but did differentiate the percentages of credit-level and dominant participants under the recording conditions.

Original languageEnglish
Pages (from-to)134-155
Number of pages22
JournalJournal of Behavioral Education
Issue number2
StatePublished - Jun 2010


  • Class participation
  • College level
  • Contingent credit
  • Large discussion classes
  • Self-recording

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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