Spaced and interleaved homework practice improves learning and retention¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? When students do homework on a topic spread over days and weeks, they learn more and remember it better. → Roschelle 2020 q2 i? Interleaving briefer, easier problems with longer, more challenging ones results in students learning more. → Roschelle 2020 (2)

Evidence¶

Roschelle 2020¶

Roschelle, J. & Hodkowski, N.M. (2020). Using Research on Homework to Improve Remote and Hybrid Learning [White Paper]. San Mateo, CA: Digital Promise. http://hdl.handle.net/20.500.12265/107

q2 · i? · review · r?

Narrative review claim citing Wiseheart et al. (2019) on distributed practice; no effect size printed. Examples include revisiting fractions after moving to decimals.

"Research also strongly supports spacing out homework over time. When students study or do homework on a topic spread over days and weeks, they learn more and remember it better (Wiseheart et al., 2019)."

Roschelle 2020 (2)¶

Roschelle, J. & Hodkowski, N.M. (2020). Using Research on Homework to Improve Remote and Hybrid Learning [White Paper]. San Mateo, CA: Digital Promise. http://hdl.handle.net/20.500.12265/107

q2 · i? · review · r2

Review statement on mixing problem types within homework; no citation or effect size printed for this specific interleaving formulation.

"Research supports interleaving briefer, easier problems with longer, more challenging ones; this results in students learning more."

Discussion¶

Related Claims¶

• Timely feedback on homework increases learning, and computer platforms providing immediate feedback help teachers adapt — the general claim this finding bears on, with the studies behind it

• Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories — the general claim this finding bears on, with the studies behind it

• Spaced Repetition Improves Retention — a broader claim this one bears on
• Learners Misjudge Spacing Benefits — related
• Distributed practice benefits L2 learning, and one review argues that spreading it over years can be worse than over months — related
• Retrieval practice improves long-term retention — related
• Repeatedly recalling a text without feedback or rereading produces the best one-week retention, while repeated studying leads on a final test at the end of the session — related
• Retrieval practice and spaced retrieval improve achievement and retention by medium amounts, while interleaving helps category learning only for some materials and blocking beats it for words — related