The experiment used a counterbalanced crossover design in which the same practice problems were rearranged into blocked and interleaved versions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Eight classes were randomly divided into two groups of four; one group received interleaved assignments for problem kinds A and B and blocked for C and D, the other the reverse. → Rohrer et al. 2013

Evidence¶

Rohrer et al. 2013¶

Doug Rohrer, Robert F. Dedrick, Kaleena Burgess. (2013). An Efficacy Study of Interleaved Mathematics Practice. SREE Fall 2013 Conference. https://eric.ed.gov/?id=ED563060

q3 · i? · causal · r2

Design description from the Research Design section: eight classes randomly divided into two groups of four, with each teacher teaching at least one class in each group, and problem kinds crossed with condition. No effect size is printed for the design itself.

"The study used a counterbalanced crossover design. We randomly divided the eight classes into two groups of four with the constraint that each teacher taught at least one class in each group."

Discussion¶

Related Claims¶

• Interleaved mathematics assignments nearly doubled final test performance compared with blocked assignments in seventh grade (72% vs. 38%, d = 1.05) — related
• Interleaved practice produces higher mathematics test scores than blocked practice in a classroom experiment — related
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• Interleaved homework yields higher surprise criterial test scores than blocked homework in undergraduate physics, with larger effects in Stage 2 — related