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Abstract

Cronan-Hillix (1988) argued that students are unconcerned about accuracy in research. To foster commitment to accuracy, she proposed that students be given failing grades for results sections containing even one error and that their corrected papers be resubmitted for a reduced grade. Her assumptions regarding the nature of the problem are unfounded. Extrinsic contingencies, especially negative ones, impede the learning process and impair student motivation. Rather than being punished, students should be required to document the rationale for their analyses so that the cause of errors may be identified and conceptual misunderstandings addressed in a positive manner. With this strategy, the learning process will not be overshadowed by the anxiety-producing effects of failure.

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Teaching Commitment to Accuracy in Research: Comment on Cronan-Hillix (1988)

Abstract

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References