The Impact of In-Class Bonus Point Assignments on Attendance and Learning Outcomes in Principles of Macroeconomics at an HBCU
DOI:
https://doi.org/10.33423/jhetp.v24i11.7412Keywords:
higher education, attendance, in-class assignments, student learningAbstract
This study investigates the impact of low-stakes and in-class bonus point assignments on student attendance and academic performance in Principles of Macroeconomics courses at an HBCU. The study examines data from 24-course sections taught over multiple semesters, comparing the outcomes of 12 sections where bonus point assignments were implemented to 12 sections without such assignments. Results show that students in the bonus point group had a significantly higher attendance rate (54.1%) compared to the control group (50.19%) and achieved higher average final exam scores (64.67% vs. 59.43%). ANOVA analysis further demonstrates a positive relationship between attendance and academic performance.
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