Claims

On the midterm, interleaving significantly reduced the gap between URM and non-URM students relative to blocked homework

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

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 The URM Status × Homework Type interaction was significant on the midterm (β = 0.36, t(576) = 3.03, p < 0.01), with the gap smaller under interleaved homework. → 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 midterm z-scores (Model 2) with homework type as predictor and demographic controls. The article reports the standardized interaction coefficient β = 0.36, 95% CI [0.13, 0.59], t(576) = 3.03, p < 0.01.

"the gap between URM and non-URM students was signi ficantly smaller for the interleaved group, resulting in a significant URM Status × Homework Type interaction term (β = 0.36, 95% CI [0.13, 0.59], t(576) = 3.03,p < 0.01)."

Discussion

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