Literaturnachweis - Detailanzeige
Autor/inn/en | Cates, Gary L.; Skinner, Christopher H. |
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Titel | Getting Remedial Mathematics Students To Prefer Homework with 20% and 40% More Problems: An Investigation of the Strength of the Interspersing Procedure. |
Quelle | In: Psychology in the Schools, 37 (2000) 4, S.339-47Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
Schlagwörter | Academic Achievement; Assignments; High School Students; High Schools; Remedial Mathematics; Student Attitudes; Student Surveys |
Abstract | Presents evidence extending previous research that determined high school students in remedial mathematics classes prefer homework that intersperses additional brief tasks in the assignment. Results show that high school students rated experimental homework assignments with 20% and 40% more target problems as more favorable for time, effort, and difficulty. (Author/JDM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |