Getting remedial mathematics students to prefer homework with 20% and 40% more problems : An investigation of the strength of the interspersing procedure

By Gary L. Cates, Christopher H. Skinner. 2000

105 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/d14bfcf78fe7270475b13ea96eb829d0c64c6381

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures (2003, background): “In addition, interspersing procedures have been shown to increase students’ ratings of assignments (e.g., Cates & Skinner, 2000; Cates et al., 1999; Skinner, Robinson, Johns, Logan, & Belfiore, 1996) and the probability of students choosing to engage in assigned work (McCurdy, Skinner, Grantham,…”
Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments (2004, background): “Cates and Skinner (2000) presented high school students with three assignment pairs.”
Antecedent strategies to promote appropriate classroom behavior (2007, background): “For example, a single-digit multiplication problem may be interspersed after every third four-digit multiplication problem (e.g., Cates & Skinner, 2000).”
Getting Students to Choose to Do More Work: Evidence of the Effectiveness of the Interspersal Procedure (2002, methodology): “These results support earlier research showing that interspersing brief problems enhances students’ perceptions of the assignment without reducing assignment demands ( Cates & Skinner, 2000; Logan & Skinner 1998; Skinner, Fletcher et al., 1996; Skinner, Robinson et al., 1996).”
An empirical analysis of interspersal research evidence, implications and applications of the discrete task completion hypothesis. (2002, background): “Researchers investigating the interspersal procedure found that students chose assignments with 20% and even 40% more longer target problems when additional brief problems were added and interspersed (Cates & Skinner, 2000; Cates et al., 1999; Meadows, 2001).”