Self-recording and goal-setting: Effects on on-task and math productivity of low-achieving Korean elementary school students

Using an alternating treatments design, we investigated the effects of self-recording and goal-setting on the on-task behavior and the mathematics productivity of five low-achieving elementary school students in a group of eleven students in Korea. We also examined which intervention students preferred after they experienced self-recording and goal-setting. Visual analyses of the data showed (a) increases in students' on-task and mathematics productivity levels contingent upon the implementation of both self-recording and goal-setting, (b) no differential effects of the two interventions, and (c) students' general preference of goal-setting to self recording. We interpreted these results as indicating that both self-recording and goal-setting are effective self-management strategies, but practitioners must consider the features of the interventions before selecting one from them, and future researchers must examine the effect of combining the two procedures.