Effects of group contingency in regular classrooms: Examination of effects on helping behaviors and academic achievement

2021 Fiscal Year Final Research Report

• Project/Area Number: 19K23284
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund
• Review Section: :Education and related fields
• Research Institution: Aichi University of Education (2021); Joetsu University of Education (2019-2020)
• Principal Investigator: Iwamoto Kayo 愛知教育大学, 教育学部, 講師 (90846536)
• Project Period (FY): 2019-08-30 – 2022-03-31
• Keywords: 小学校 / 通常学級 / 集団随伴性 / 援助行動 / 学業成績

Outline of Final Research Achievements

This study examines the effects of an interdependent group contingency in a regular elementary school. Tootling is a classroom-based intervention used to increase peer prosocial behavior. The procedures included in typical tootling interventions, including employing an interdependent group contingency and public posting of feedback, have been reported to help build groups among classmates. The students of two fifth-grade classes (29 students in each class) participated. The experiment used a multiple baseline design across the two classes. Tootling was implemented by having the students report other students’ helping behavior by writing encouraging messages about the content of the lessons on sticky notes. The results indicated that after the intervention was introduced, the students’ reports of other students’ helping behavior increased in both classes. Moreover, the achievement scores of the students who had formerly had low kanji test scores improved.

Free Research Field

特別支援教育

Academic Significance and Societal Importance of the Research Achievements

本研究の学術的意義は、仲間からの向社会的行動を報告するトゥ－トリング手続きと相互依存型集団随伴性に基づく支援を組み合わせることにより、支援開始前に漢字テストが低得点であった児童の漢字テスト成績向上への波及効果を示したことである。本研究の結果は、学習面に困難を示す児童が在籍する通常学級での効果的な支援方法を検討していく上で重要な資料となるだろう。