Bonus points as tokens : their effect on academic performance

Abstract

The effects of bonus points as tokens was investigated in two high school social studies classes. The target activity was academic performance based on the results of daily test scores. A reversal design was employed. After establishing baselines of grades on the daily test, an experimental phase incorporating bonus points was systematically introduced, withdrawn and reintroduced in both classes. The awarding of bonus points was made contingent upon students’ test grades remaining above the 70 percent level for five consecutive days. Introduction of bonus points led to significant increases in test scores over the bonus points condition in both classes.