Implementing an incentive-based system in an alternative program within the science classroom
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Date
2018
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Montana State University - Bozeman, College of Letters & Science
Abstract
Students in the no-homework alternative program within the traditional high school have attendance and behavior issues that lead to students not earning the required science credits within the science classroom. This study tracks the goals, research, implementation, and results of using a motivational incentive program to improve student performance in three areas: attendance, positive behaviors, and quarterly credits earned. The system chosen used a four color-coded, silicon wristband system to track progress in earning the following incentives: being awarded a bracelet at a formal ceremony, earning recognition in front of peers, winning prizes, earning inclusion in a display of student photos posted on a wall, and earning additional privileges within the alternative classrooms. This research involved all four core teachers within the 48 to 50 student alternative program. Historical data for the program on the number of dropped students, average number of absences per student per quarter, and the number of failed classes, failed classes within the science classroom, and individual attendance provided statistical data for the study. A parent survey and student pre and post-Likert surveys with open-ended questions and focus group and individual interviews were used with the purpose of gathering both quantitative and qualitative data. Together, a determination of the impact of the additional incentives added to the program was triangulated. In the alternative program addressed, the results for the incentive did not show a difference for the program as whole for attendance, behaviors or credits earned. A few individual students did agree that the program did influence them positively.