Murray State Theses and Dissertations

Abstract

This study explored the use of group contingent negative reinforcement on attendance in a college freshman orientation course at Murray State University. Using behavior modification principles, the Fall 2024 course implemented a reinforcement procedure that allowed students to leave class early if the majority had attended four previous classes. Attendance, Canvas engagement (page views and minutes spent on Canvas), and academic outcomes (pass or fail) were compared between the Fall 2023 orientation course where no reinforcement was used and the Fall 2024 class where reinforcement was used. Independent samples t-tests revealed that Fall 2023 students exhibited higher Canvas engagement (page views: t(138) = 3.77, p = .002, minutes spent on Canvas: t(138) = 3.61, p = .0004,) but fall 2024 students exhibited higher class attendance (t(138) = -2.82, p = .0056). In addition, pass rates were high in both semesters, with no significant difference. χ²(1, N = 147) = 0.25, p = 0.617. These results suggest that group contingent negative reinforcement may be effective in improving attendance, though further research is needed.

Year manuscript completed

2025

Year degree awarded

2025

Degree Awarded

Master of Arts

Department

Psychology

College/School

College of Humanities and Fine Arts

Thesis Advisor

Laura Liljequist

Committee Member

Jana Hackathorn

Committee Member

Becky Nastally

Committee Member

Megan Smetana

Document Type

Thesis

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