The interleaving effect on delayed test scores remained significant in a multilevel model controlling for teacher effects, with no teacher-by-condition interaction¶

Claim · All claims
Evidence · 1 study · causal r3 · q4 · n=787 students in 54 classes
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? A two-level random-intercept model found a significant effect of interleaving (p < .001) controlling for teacher effects. → Doug Rohrer 2019 q4 i? The teacher-by-condition interaction was not statistically significant (p > .05). → Doug Rohrer 2019

Evidence¶

Doug Rohrer 2019¶

Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C.-N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40–52. doi:10.1037/edu0000367

q4 · pre-registered cluster randomised trial · i? · no effect size printed for this model · n=787 students in 54 classes · causal · r3

Multilevel modeling analysis fitting a two-level model (students within classes) with HLM using REML; the class model included a condition dummy and 14 teacher dummies. "we found a significant effect of interleaving (p < .001)"; no effect size printed for this model.

"We then tested a main effects model that evaluated the effect of condition, controlling for teacher effects, and we found a significant effect of interleaving (p < .001)."

Discussion¶

Related Claims¶

• In self-organized tasks, more interleaved practice is associated with higher classification accuracy — related
• The interleaving benefit is not caused by spacing, and the benefit extends to delayed tests — related
• Mostly interleaved mathematics practice outscored mostly blocked practice on an unannounced delayed test in a large cluster randomized classroom trial — related
• The test benefit of interleaved practice does not diminish over time and perhaps grows larger (d = 0.79 at 30 days) — related