Increasing Academic Performance Through Contingent Access to Tutoring.

Levenkron, Jeffrey; And Others

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Peer reviewed

ERIC Number: EJ099068

Record Type: CIJE

Publication Date: 1974

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Increasing Academic Performance Through Contingent Access to Tutoring

Levenkron, Jeffrey; And Others

Psychology in the Schools, 11, 2, 201-206, 74

This article attempts to determine whether contingent access to a tutor would serve to motivate more positive academic behavior. Subjects were 16 fourth-graders. Results indicate that contingent application of individual tutoring did, indeed, increase academic performance in 15 of the students. (Author/HMV)

Descriptors: Academic Achievement, Behavior Change, Elementary School Students, Individual Instruction, Motivation, Reinforcement, Student Behavior, Tutorial Programs, Tutoring

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