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• W246289406 abstract "Do the students who complete extra assignments? Using a large sample of students (N = 508) from several non-introductory psychology college courses, analyses revealed that those with existing higher grades are more likely to complete extra assignments than are those with lower grades. Further, female students were more likely than male students and those enrolled in larger, lecture-style courses were more likely than those in smaller courses to complete extra assignments. The usefulness of extra credit, student motivation, and the limitations of these findings are discussed. Introduction Fellow professors have anecdotally concurred that the students who do not seem to take advantage of extra-credit opportunities offered to the class. That is, the lower a student's ongoing semester grade is, the less likely it seems that student is to take advantage of an opportunity to earn extra points toward his or her final class grade. A review of literature revealed that empirical evidence regarding this issue is limited, but some analyses of this phenomenon in psychology courses did show that lower-achieving students do not complete extra-credit assignments as often as do higher-achieving students. Padilla-Walker, Zamboanga, Thompson, and Schmersal (2005) reported that of 193 college students enrolled in an Introductory Psychology course, students who took advantage of extra-credit opportunities showed stronger, pre-credit academic performances than students who did not take advantage of extra-credit opportunities. Similarly, Padilla-Walker (2006) examined the performance of 36 college students in an upper-level psychology course and found that participation in extra-credit activities strongly and positively predicted exam performance. Likewise, Hardy (2002) showed that in two sections of Introductory Psychology (N = 54), only the better students completed extra-credit assignments. From this, Hardy noted that instructors need to 'reconsider the usefulness of extra credit (p. 233). At least one older study, however, did yield results that contradict the above findings. In a sample of 242 students, Henley (1994) showed no relationship between amount of extra earned and semester test scores for 242 students in an Introductory Psychology course. The present study aimed to test further the theory that lower-achieving students are less likely to complete extra-credit assignments than are higher-achieving students. This study expands upon the existing literature by considering a much larger sample of students to increase the power of analysis. This study also expands upon previous findings by obtaining data from several types of non-introductory courses, as it is possible that introductory students, who may be new to college, do not take advantage of such opportunities as often as do advanced students. Other factors that predict the likelihood with which a student will take advantage of extra-credit opportunities have not been addressed. Thus, although we made no a priori predictions of outcome, the present study considered effects of sex and class enrollment size in an exploration of which students complete extra-credit assignments. Method We conducted an archival analysis to examine the pre-extra-credit course averages of 508 students enrolled in four different non-introductory psychology courses (Research Methods, n = 46; Statistics, n = 72; Child Development, n = 198; and Human Sexuality, n = 192). It was not possible to identify the sex of all the students in each of these courses, but it was recorded from class rosters when available. All courses were taught by one of the authors in one academic year at the same large university in the northeast United States. We chose to include only data from a single instructor's courses to control for any effects of differential motivation and teaching styles on the likelihood of students to participate in extra credit. …" @default.
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• W246289406 date "2011-09-01" @default.
• W246289406 modified "2023-09-29" @default.
• W246289406 title "Which Students Complete Extra-Credit Work?" @default.
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