Interleaving disproportionately benefited students with below-average or up-to-0.96-SD-above-average midterm scores, though ceiling effects may contribute¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The Homework Type × Midterm Score interaction was significant (β = −0.26, t(552) = −4.53, p < 0.001), indicating larger benefits for students with lower midterm scores. → 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 · i2 · causal · r2

Regression analysis of final exam z-scores (Model 2) including the Homework Type × Midterm Score interaction. The article reports β = −0.26, 95% CI = [−0.37, −0.15], t(552) = −4.53, p < 0.001, covering "83% of the students".

"interleaving was particularly beneficial for students with a midterm score either below average or up to 0.96 standard deviation above average (see Fig.3), representing 83% of the students, as evidenced by a significant Homework Type × Midterm Score interaction term ( β = −0.26, 95% CI = [ −0.37, −0.15], t(552) =−4.53, p < 0.001)."

Discussion¶

Related Claims¶

• 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
• Interleaving showed robust benefits across a multiverse analysis of data-processing choices, with all key p-values below stated thresholds — related
• On the midterm, interleaving significantly reduced the gap between URM and non-URM students relative to blocked homework — related
• Interleaving benefits were not detected on high-stakes midterm exams taken after cramming — 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
• A pilot study with 83 seventh graders found a large interleaving benefit (d = 0.97) preceding the main trial — related