Controlling for prior knowledge and demographics, interleaving benefited all students on the final exam (β = 0.21, p < 0.001)¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
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 i2 After controlling for gender, URM status, mother's education, high school mathematics, high school GPA, first-generation status, and midterm score, the main effect of homework type on final exam scores was significant (β = 0.21). → 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 1) restricted to second-half topics, with midterm score added as a direct prior-knowledge measure. The article reports β = 0.21, 95% CI = [0.11, 0.31], t(553) = 4.12, p < 0.001, and states "interleaving was bene ficial for all students".
"interleaving was bene ficial for all students resulting in a significant coefficient for the main effect of Homework Type (β = 0.21, 95% CI = [0.11, 0.31], t(553) = 4.12, p < 0.001)."
Discussion¶
Related Claims¶
- 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 showed robust benefits across a multiverse analysis of data-processing choices, with all key p-values below stated thresholds — related
- Interleaving disproportionately benefited students with below-average or up-to-0.96-SD-above-average midterm scores, though ceiling effects may contribute — 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
- 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
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