EFFECTS OF PRAISE
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E
FFECTS
OF
PRAISE
By Zulmarie Escribano and Dexter Williams
H
YPOTHESIS
The experimental group will perform better due
to higher praise while test taking than the
control group who will receive discouragement
while test taking.
M
ATERIALS
We used a test of 20 randomly selected questions.
There were multiple choice and open ended
questions.
P
ARTICIPANTS
The participants in our study were the HDFS
312W class. Both male and females participated.
P
ROCEDURE
Split into two groups
Experimental (Received praise)
Control (Received discouragement)
Given same instructions
Time
More questions on back of test sheet
Collected the tests
Kept in two separate piles
R
ESULTS
We found that the experimental group did much
better in answering the questions and were able
to get much further in answering the questions.
The most two people answered correctly was 6/20
The furthest one person got to attempting to answer
all the questions was 14/20
The control group did not answer as many as the
experimental group and did not get very far in
answering the questions.
The most two people answered correctly was 5/20
The furthest one person got to attempting to answer
all the questions was 13/20
D
ISCUSSION
We found that our results did support our
hypothesis.
Even though the experimental group was given
praise and did not get as many right, they were
still able to perform better and get further in the
test.
The control group performed differently and due
to discouragement they did not get as many
answers right.
Our findings are not significant but they show a
slight difference in how praise affects a test
taker.
L
IMITATIONS
Amount of praise and discouragement varied
from person to person.
The participants may have caught on to what we
were doing.
The participants may have thought we were
being sarcastic and did not actually receive the
praise as actual praise.
A few times we slipped up and gave away some
information on what was on the test so the next
participant may have already began thinking
about previous knowledge.
R
EFLECTION
:
DEXTER
W
ILLIAMS
The experiment was interesting to me about the effects of praise. I
think it was common sense about how one can perform better if they
are encouraged to do better and how one can fail if they are
discouraged. I can easily apply this to the real world by giving
encouragement to peers at school while studying for a test, or even at
work by motivating them to do better at their jobs and seeing the
outcomes in the clients that we work with.
For the course as a whole I enjoyed being able to be hands on with the
research, collecting data, and then analyzing the data. Presenting our
groups findings was a relief at the end because I saw how great it all
came together. This course prepared me to come face to face with real
life data and interpreting it in the future. I always understood
variables, and experimental designs, and data collection from science
classes but being more hands on definitely helped my understanding
of empirical inquiry.
Your knowledge of the material helped me a lot through out the
semester. Even when I felt I hadn’t grasped a concept fully you were
patient and made sure that you explained it in every way possible so
that when I left class, I would leave sure of what I had to do for the
next class or for the next assignment. The work was long and hard
but the outcome was a success.
Study on the impact of praise and discouragement on test performance, showing that praise can lead to better results despite not always translating to more correct answers. Results supported the hypothesis, indicating the influence of praise on test takers.
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Presentation Transcript
EFFECTS OF PRAISE By Zulmarie Escribano and Dexter Williams
HYPOTHESIS The experimental group will perform better due to higher praise while test taking than the control group who will receive discouragement while test taking.
MATERIALS We used a test of 20 randomly selected questions. There were multiple choice and open ended questions.
PARTICIPANTS The participants in our study were the HDFS 312W class. Both male and females participated.
PROCEDURE Split into two groups Experimental (Received praise) Control (Received discouragement) Given same instructions Time More questions on back of test sheet Collected the tests Kept in two separate piles
RESULTS We found that the experimental group did much better in answering the questions and were able to get much further in answering the questions. The most two people answered correctly was 6/20 The furthest one person got to attempting to answer all the questions was 14/20 The control group did not answer as many as the experimental group and did not get very far in answering the questions. The most two people answered correctly was 5/20 The furthest one person got to attempting to answer all the questions was 13/20
DISCUSSION We found that our results did support our hypothesis. Even though the experimental group was given praise and did not get as many right, they were still able to perform better and get further in the test. The control group performed differently and due to discouragement they did not get as many answers right. Our findings are not significant but they show a slight difference in how praise affects a test taker.
LIMITATIONS Amount of praise and discouragement varied from person to person. The participants may have caught on to what we were doing. The participants may have thought we were being sarcastic and did not actually receive the praise as actual praise. A few times we slipped up and gave away some information on what was on the test so the next participant may have already began thinking about previous knowledge.
REFLECTION: DEXTER WILLIAMS The experiment was interesting to me about the effects of praise. I think it was common sense about how one can perform better if they are encouraged to do better and how one can fail if they are discouraged. I can easily apply this to the real world by giving encouragement to peers at school while studying for a test, or even at work by motivating them to do better at their jobs and seeing the outcomes in the clients that we work with. For the course as a whole I enjoyed being able to be hands on with the research, collecting data, and then analyzing the data. Presenting our groups findings was a relief at the end because I saw how great it all came together. This course prepared me to come face to face with real life data and interpreting it in the future. I always understood variables, and experimental designs, and data collection from science classes but being more hands on definitely helped my understanding of empirical inquiry. Your knowledge of the material helped me a lot through out the semester. Even when I felt I hadn t grasped a concept fully you were patient and made sure that you explained it in every way possible so that when I left class, I would leave sure of what I had to do for the next class or for the next assignment. The work was long and hard but the outcome was a success.
