Effects of Interspersing Rates on Students Performance on and Preferences for Mathematics Assignments: Testing the Discrete Task Completion Hypothesis

Autor/inn/en	Cates, Gary L.; Erkfritz, Karyn N.
Titel	Effects of Interspersing Rates on Students Performance on and Preferences for Mathematics Assignments: Testing the Discrete Task Completion Hypothesis
Quelle	In: Psychology in the Schools, 44 (2007) 6, S.615-625 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20251
Schlagwörter	Multiplication; Assignments; Performance Based Assessment; Student Attitudes; Problem Solving; Problem Sets; Middle School Students; Mathematics Anxiety; Mathematics Education; Skill Analysis; Hypothesis Testing; Shift Studies + Suchen Sie Ihr Suchwort? Multiplikation; Assignment; Auftrag; Zuweisung; Leistungsermittlung; Schülerverhalten; Problemlösen; Problemstellung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematische Bildung; Hypothesenprüfung; Hypothesentest; Schichtunterricht
Abstract	The current study investigated the discreet task completion hypothesis presented by C. H. Skinner (2002) by investigating how the rate of interspersing affects performance on and preferences for academic assignments. Specifically, 70 sixth-, seventh-, and eighth-grade students were presented with four assignment pairs of multiplication problems. Each pair consisted of a control assignment (i.e., no interspersing) and an experimental assignment (i.e., interspersing) that interspersed at one of four rates (i.e., no interspersing, every other problem, every third problem, or every fifth problem). After working on each assignment pair, assignment acceptability was measured. Results indicated that although students completed the same number of target problems with the same level of accuracy within assignment pairs, total problem completion rates were affected by the rate of interspersing. In addition, students' acceptability of the assignments was strongly related to the discrepancy in total problems completed across assignment types within assignment pairs. Discussion focuses on predicting students' preferences for academic assignments, implications for practitioners, and directions for future research. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10