Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates Through the Interspersal Technique

Abstract

Students solved mathematics problems from 4 assignment pairs. Each control assignment contained 18 target multiplication problems that were 4 × 1-digit (4 × 1), 4 × 2, 4 × 3, or 4 × 4. Each paired experimental assignment contained 18 similar problems plus 6 interspersed 1 × 1-digit problems. After computing problems from each pair of assignments, the students rated them and chose 1 for homework. Across all assignment pairs, problem completion rates were greater on the experimental assignments, and significantly more students chose a new experimental, rather than control, assignment for homework. Furthermore, as the discrepancy between problem completion rates increased across assignment pairs, the probability of students' choosing the experimental assignment for homework and rating the experimental assignment more favorably with respect to difficulty, effort, and time also increased. The relationship between student choice behaviors and relative problem completion rates has theoretical and applied implications for choice research and the design of activities composed of discrete tasks.

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