Interleaved practice outperformed blocked practice across eight STEM classrooms¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a ManyClasses study by Sana and Yan (2022) with 9th to 12th grade students (N = 155) in eight STEM classrooms, students performed better on interleaved than blocked practice across classes. → Lachner 2024

Evidence¶

Lachner 2024¶

Lachner, A., Sibley, L., & Wagner, S. (2024). Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09876-z

q2 · i? · theoretical · r3

The article reports, citing Sana and Yan (2022), a within-participants ManyClasses study comparing interleaving versus blocking during retrieval practice in eight STEM classrooms (biology, chemistry, science, physics) with 9th to 12th graders (N = 155). Students "performed better on interleaved practice than blocked practice across classes."

"the findings revealed that students performed better on interleaved practice than blocked practice across classes, attesting the robustness of the findings in STEM domains"

Discussion¶

Related Claims¶

• Interleaved practice produces higher mathematics test scores than blocked practice in a classroom experiment — possibly the same claim (merge candidate)
• Interleaving benefits low-skilled students more than high-skilled students when learning math problem categories — related
• The discriminative-contrast hypothesis treats spacing and interleaving as distinct effects, with interleaving benefits more likely for similar than dissimilar interleaved tasks — related
• Evidence on working memory capacity as a moderator of the interleaving effect is mixed, but WM does not appear to be a major barrier to classroom use — related
• Retrieval practice and spaced retrieval improve achievement and retention by medium amounts, while interleaving helps category learning only for some materials and blocking beats it for words — related
• Interleaved practice yields better category learning than blocked practice, and students who choose interleaved practice outperform those who choose blocked practice on novel materials — related