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The Effects of a Learning Station on the Completion and Accuracy of Math Homework for Middle School Students

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Abstract

We studied the effects of a Learning Station on the completion and accuracy of math homework of middle school students who had chronic homework problems. The Learning Station was a three sided free-standing panel with theoretically and empirically-based components involving (a) stimulation (color, music, activity breaks, and choice) and (b) self-attention (mirror and self-monitoring). Two students who used the Station tripled their accuracy and the amount of homework completed as assessed in a multiple baseline across participants design. One student with high academic abilities elected not to use the intervention, because he worked quickly (albeit carelessly) at school to complete his homework during baseline and during intervention. The practical and research implications of the findings are discussed.

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Authors and Affiliations

  1. Department of Adolescent, Career, and Special Education, Murray State University, Murray, Kentucky

    Arlene M. Hall

  2. Department of Educational Studies, Purdue University, West Lafayette, Indiana

    Sydney S. Zentall

Authors
  1. Arlene M. Hall
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  2. Sydney S. Zentall
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Hall, A.M., Zentall, S.S. The Effects of a Learning Station on the Completion and Accuracy of Math Homework for Middle School Students. Journal of Behavioral Education 10, 123–137 (2000). https://doi.org/10.1023/A:1016636113459

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  • DOI: https://doi.org/10.1023/A:1016636113459

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