行為心理學派的行為改變技術注重行為終點目標的事前訂定，循序漸進的安排，以及增強物的選擇與給予的適時性。此種改變行為的技術已逐漸被廣泛的用於學校環境中的不同對象，以解決個體的某種特殊問題。 本研究試以團體式的行為改變技術原理以增進國中生英文或數學科目的成績。在行為改變技術上所探用的策略是當學習者增加了其在家習讀英文或數學主科的時間後，即按規定辦法給予學用品、平時分數或學期分數的加分作為增強物。本研究以中南部十三所國民中學共1174人作為實驗對象，每所國中選擇由同一位教師任教且最具同質性的實驗組與控制組各一班，合計實驗組人數共592人，控制組共582人。本研究假定實施增強方案的實驗組，其班級的及個人的成績表現，將優於未實施增強方案的控制組；高學科能力組學生將比低學科能力組學生更受益於本研究的增強方案。經過為時一學期的實驗，結果發現在十三所國中裡，有十所國中實驗組的班級成績優於控制組，三所則否；高學科能力組學生能持績進步者達54%以上，而低學科能力組則未超過41%。由上述的發現可證實延長在家學習時間的增強策略頗能提高國中生的英文或數學成績。在現實環境尚不能廣泛施行個別化的學習輔導之條件下，團體式的行為改變技術應可作為提高現今台灣國中生主科成績低落的學習輔導策略。

Behavior modification techniques generally emphasize the skills of setting up predetermined target behaviors, of shaping behaviors through successive approximation, and of providing of carefully selected and arranged reinforcers at the appropriate time for the learner who is being modified behaviorally. In recently years, these techniques have been widely applied in our school settings to solve some learning problems of puplis. This study attempts to empirically improve pupils' academic performance in English and arithmetic in junior high schools by means of the group behavior modification techniques designed. The specific behavioral strategies used were: 1) prolongation of pupils' homework time in learning English and arithmetic followed by awarding material rewards if the pupils could keep their homework time as scheduled; 2) in addition, these pupils would receive additional score points as reinforcers in their regular formative evaluation and final exam. A tolal of 1,174 pupils from thirteen public junior high schools, randomly selected from the JHS in the central and southern part of Taiwan, were the subjects of this study. Each school selected one teacher responsible for instructing two highly homogeneous classes one experimental class and one control class. It was hypothesized that the experimental group (592 Ss) implemented with the specific reinforcement approach would have better academic performances in learning English and arithmetic than those of the control group (582 Ss) with no special treatment. Additional hypothesis to be tested was that when Ss were categorized into two group of high and low achievers, the HA group would be more beneficial by the reinforcement strategies than the LA group. The study was completed in one semester period. The results are: among ten out of the thirteen schools, the experimental group performed better than the control group in both English and arithmetic; the HA group persistently improved its performance in either English or arithmetic above 54%, while the LA group only improved its performance less than 41%. In conclusion, the findings, provide evidence that the prolongation of pupils' homework time would possibly enhance junior high pupils' academic performance in some major subjects. It suggests that when individualized learning strategies were hardly be possible to be implemented in the current school settings, the utilization of certain group behavior modification techniques should be considered as the vicarious learning strategies to prevent the academic decline of pupils' performance in the major subjects in JHS.