Interleaving showed robust benefits across a multiverse analysis of data-processing choices, with all key p-values below stated thresholds¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2026 · 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.
q2 i? Across 36 midterm and 18 final-exam analysis combinations, the Homework Type × URM interaction p-value was always below 0.024 on the midterm and the homework-type main effect was always below 0.001 on the final exam. → Steve Bennoun 2026
Evidence¶
Steve Bennoun 2026¶
Steve Bennoun, Veronica X. Yan, & Alice Xu. (2026). Mixing problems increases performance of all students but especially of low-achieving ones in college calculus. npj Science of Learning. https://doi.org/10.1038/s41539-026-00450-6
q2 · i? · causal · r2
Multiverse robustness analysis re-running regressions under 36 midterm and 18 final-exam processing combinations (foreign-student handling, first-generation coding, high-school-math grouping, sample-size choices). No effect sizes are printed for this analysis.
"Our analyses show that the highest p-value for the interaction term Homework Type × URM status in the model for midterm grades is always smaller than 0.024 and that in 24 of the 36 combinations thep-value is below 0.01."
Discussion¶
Related Claims¶
- On the midterm, interleaving significantly reduced the gap between URM and non-URM students relative to blocked homework — a narrower finding that bears on this claim
- 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
- Controlling for prior knowledge and demographics, interleaving benefited all students on the final exam (β = 0.21, p < 0.001) — related
- On raw exam scores, interleaved homework produced no significant midterm difference between sections but a significant final exam advantage for the interleaved section — related
- Interleaving benefits were not detected on high-stakes midterm exams taken after cramming — related
- Interleaving disproportionately benefited students with below-average or up-to-0.96-SD-above-average midterm scores, though ceiling effects may contribute — related
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by process:wiki-ingest on 2026-10-27 |
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