The Effect of Programmed Achievement on Student Performance

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Abstract
The problem of student achievement is one which should be of major concern to every educator. The hypothesis in this study was that a student’s motivation and consequently his performance can be affected by reinforcement contingencies under the control of the instructor. The particular variable manipulated was the testing procedure. The experimental test contingency was called programmed student achievement (PA). This procedure involved requiring the student to evidence 100 percent mastery of discrete units of material. Two classes of general psychology served as Ss. For one class the PA contingency was in effect the first half of the semester. For the second class the PA contingency was in effect the last half of the semester. Students under the PA contingency evidenced significantly better performance on both weekly quizzes and major exams. It was concluded that the PA test contingency significantly affected the way in which a student prepared for an examination. It was not particularly surprising that the motivational level of the student was related to performance. The more relevant implication was that this motivation can be affected by a simple testing technique under the control of the instructor.

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