The Effects of Framing Grades on Student Learning and Preferences

Abstract

Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect with more negative impressions of the loss grading system. Experiment 2 demonstrated that framing a grading system in terms of losses negatively influenced learning in actual psychology courses, as this group earned lower grades. This study has potential implications for decision-making theories in cognitive psychology as well as for teaching psychological courses.