Interleaved mathematics assignments nearly doubled final test performance compared with blocked assignments in seventh grade (72% vs. 38%, d = 1.05)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 On the final test, students who received interleaved assignments scored 72% versus 38% for blocked assignments, t(139) = 10.49, p < .0001, Cohen's d = 1.05. → 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 · i3 · causal · r2
Classroom-based controlled experiment at a large public middle school in Tampa, Florida, with three teachers and 140 seventh grade students in a counterbalanced crossover design. The Results section reports the final test contrast: "interleaved assignments were nearly twice as effective as blocked assignments, 72% vs. 38%" with d = 1.05.
"Final test scores revealed that interleaved assignments were nearly twice as effective as blocked assignments, 72% vs. 38%, t (139) = 10.49, p < .0001 (Cohen's d = 1.05)."
Discussion¶
Related Claims¶
- The experiment used a counterbalanced crossover design in which the same practice problems were rearranged into blocked and interleaved versions — related
- A pilot study with 83 seventh graders found a large interleaving benefit (d = 0.97) preceding the main trial — related
- Mostly interleaved mathematics practice outscored mostly blocked practice on an unannounced delayed test in a large cluster randomized classroom trial — related
- Interleaved practice produces higher mathematics test scores than blocked practice in a classroom experiment — related
- On the final exam, interleaving reduced gaps for URM students, first-generation students, students with lower mother's education, and students with weaker high school mathematics preparation — related
- In an experimenter-controlled task, interleaved practice yields better classification performance than blocked practice (d = 1.05) — related
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