Claims

Interleaving benefits were not detected on high-stakes midterm exams taken after cramming

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Design limits · Joshua Samani and Steven C. Pan 2021: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-26)

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 i? Midterm scores did not significantly differ between blocked and interleaved conditions (post-Stage 1 d = 0.20, p = 0.0944; post-Stage 2 d = 0.02, p = 0.8758). → Joshua Samani and Steven C. Pan 2021

Evidence

Joshua Samani and Steven C. Pan 2021

Joshua Samani and Steven C. Pan. (2021). Interleaved practice enhances memory and problem-solving ability in undergraduate physics. npj Science of Learning. https://doi.org/10.1038/s41539-021-00110-x

q3 · i? · causal · r2

Analysis of two midterm exams in the same experiment, completed in individual and group stages with individual-stage data reported. The article reports no significant difference; equivalence was not tested.

"On high-stakes midterm exams occurring 3 days after each criterial test, scores did not significantly differ between the blocked and interleaved conditions (post-Stage 1 midterm, d = 0.20, 95% CI [ −0.04, 0.43], t(288) = 1.68, p = 0.0944), and post-Stage 2 midterm, d = 0.02, 95% CI [ −0.21, 0.25], t(284) = 0.16, p = 0.8758)."

Discussion

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