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149411 https://hdl.handle.net/2286/R.I.8706 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2010 ix, 108 p. : ill. (some col.) Doctoral Dissertation Academic theses Text eng Waggoner, Schavon T Rader, Martha H Gryder, Robert Blasko, Vincent Arizona State University Includes vita Partial requirement for: Ed. D., Arizona State University, 2010 Includes bibliographical references (p. 76-82) Field of study: Educational leadership and policy studies ABSTRACT The purpose of this study was to investigate the effects of E Bucks, a simulated classroom economy (a token economy system), in business classes on students' grades, absences, and tardiness. The study compared these variables in classes using E Bucks to those in similar classes before E Bucks was initiated. The following research questions were addressed: (a) How did the mean term grades in business classes that included E Bucks compare to those in similar classes prior to the E Bucks implementation? (b) How did the mean number of student absences in business classes that included E Bucks compare to those in similar classes prior to the E Bucks implementation? (c) How did the mean number of student tardies in business classes that included E Bucks compare to those in similar classes prior to the E Bucks implementation? Four teachers in 3 high schools in Phoenix, Arizona, participated in the study that included 22 sections of business classes with a total of 568 students. All participating teachers implemented the token economy voluntarily, although some implemented the program more consistently than others. All of the teachers administered district-aligned assessments with the same terms/occasions throughout the district. Archival data (term grades, attendance, and tardies) from 3 years of business, technology, and marketing courses were collected and analyzed. The results of 4 analyses of variance examining the dependent variables of grades, absences, and tardies were mixed. The results demonstrated significance for some but not all of the teachers' classes on all 3 dependent variables. In 1 of the 4 analyses 2 teachers had approached significant increases in grades when students were "paid" for grades. The same two teachers had nonsignificant decreases in the mean number of student absences during the grading period students were "paid" for grades. Recommendations included studying a larger number of students and measuring the impact of gender and socioeconomic status on the effects of the E Bucks simulation. General Education Experiential Learning Simulations Token Economies Token economy (Psychology)--Arizona--Phoenix--Case studies. Token economy (Psychology) Education, Secondary--Arizona--Phoenix--Simulation methods--Case studies. Education, Secondary Experiential learning--Arizona--Phoenix--Case studies. Experiential Learning School attendance--Arizona--Phoenix--Case studies. School attendance Academic achievement--Arizona--Phoenix--Case studies. Academic Achievement Evaluation of E-Bucks: a simulated classroom economy