A pilot study with 83 seventh graders found a large interleaving benefit (d = 0.97) preceding the main trial¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In the pilot, the interleaved group (M = 0.51, SD = 0.32) outperformed the blocked group (M = 0.22, SD = 0.25), d = 0.97. → Doug Rohrer 2019

Evidence¶

Doug Rohrer 2019¶

Doug Rohrer, Robert F. Dedrick, Marissa K. Hartwig, Chi-Ngai Cheung. (2019). A Randomized Controlled Trial of Interleaved Mathematics Practice. Journal of Educational Psychology. https://osf.io/pfeg4/

q3 · i3 · causal · r1

Pilot study at a public middle school with two teachers and three classes each (n = 83), nearly identical to the main study apart from sample size. The printed effect size was d = 0.97, 95% CI (0.52, 1.43).

"On the test, the interleaved group (M = 0.51, SD = 0.32) outperformed the blocked group (M = 0.22, SD = 0.25). The effect size was large, d = 0.97, 95% CI = (0.52, 1.43)."

Discussion¶

Related Claims¶

• Mostly interleaved mathematics practice outscored mostly blocked practice on an unannounced delayed test in a large cluster randomized classroom trial — a broader claim this one bears on
• Interleaved practice produces higher mathematics test scores than blocked practice in a classroom experiment — a broader claim this one bears on
• In an experimenter-controlled task, interleaved practice yields better classification performance than blocked practice (d = 1.05) — related
• When exemplars are already interleaved, larger temporal spacing between same-category exemplars yields better inductive learning than smaller spacing — 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 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 low-skilled students more than high-skilled students when learning math problem categories — related
• In Experiment 2, the interleaving benefit on actual test outcomes was not statistically significant, unlike in Experiment 1 — related
• Interleaved mathematics assignments nearly doubled final test performance compared with blocked assignments in seventh grade (72% vs. 38%, d = 1.05) — related