PRAISE HELPS KIDS WITH SCHOOLWORK
NCCU study
More praise from parents and teachers would motivate children to complete school assignments more regularly, according to a recent study by a group of N.C. Central University graduate students.
About 40 students from the university's School of Education spent four months interviewing 1,063 children from the Piedmont region. They found children by far preferred verbal recognition to tangible rewards.
"That was unexpected," said Professor Pamela Gale George, who guided the study. "The most provocative piece of this was that these kids are yearning for acknowledgment."
The researchers asked children ages 8 to 17 about the rewards they receive at home and at school for completing their class assignments and homework, as well as the kinds of rewards they would like if they had a choice.
They say their findings call for parents and teachers to better monitor whether work gets done; and to affirm its role in getting a good education.
For the questions about home, 60 percent of students said they received no rewards. Twenty percent said they were allowed play time, and 15 percent said they got regular praise from a parent. Fifty-nine percent said they primarily want praise from a parent.
These figures include younger children, although their second preference was for something more tangible, such as a snack.
With regard to school, 40 percent of the children reported they received no rewards. Fifteen percent reported getting teacher praise, 19 percent cited better grades and 9 percent received free time. Eighty-three percent of the children said they most valued public praise, particularly at the middle and high school level.
The study noted that many of the graduate students were surprised the children rarely saw a connection between turning work in on time and earning good grades.
Professor George said schools such as Durham's Carrington Middle and Southwest Elementary, which post impressive test scores on large boards in the halls, make the connection more clear and help children feel valuable in the meantime.
Children may fail one test then make it on the board for their performance on another, so recognition isn't solely reserved for honor-roll students.
"It pays big dividends," said former Carrington Principal Nancy Hester, who helped come up with the idea. "But I'm not surprised. I like to be highlighted, and if it works for adults, it should work for children."
The study also found that girls are more likely motivated by rewards involving social activities, while boys prefer independent library visits and computer time.
The researchers interviewed about the same number of black and white students.
Spotlight on Education, Fall 1998
-Robin L. Reale, The Herald-Sun |
