Reducing Perceptions of Time Required to Complete Math Assignments by Adding Problems to Assignments: A Synthesis of the Additive Interspersal Research

Autor/inn/en	Billington, Eric J.; Skinner, Christopher H.
Titel	Reducing Perceptions of Time Required to Complete Math Assignments by Adding Problems to Assignments: A Synthesis of the Additive Interspersal Research
Quelle	In: Journal of Behavioral Education, 15 (2006) 3, S.181-188 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-006-9015-9
Schlagwörter	Word Problems (Mathematics); Assignments; Experiments; Computation; Regression (Statistics); Time; Theories + Suchen Sie Ihr Suchwort? Textaufgabe; Assignment; Auftrag; Zuweisung; Erprobung; Regression; Regressionsanalyse; Zeit; Theory; Theorie
Abstract	Results from nine experiments were analyzed to evaluate the relationship between relative problem completion rates (RPCR) and judgments of time involving mathematics assignments. For each experiment, control assignments contained only target mathematics computation or word problems. Matched experimental assignments contained similar target problems with additional, briefer problems-problem. After working on each assignment for the same amount of time, students selected the assignment that they judged would require the least or most amount of time to complete. Regression analysis revealed a significant linear relationship between RPCR (i.e., PCR on experimental assignments/PCR on control assignments) and time perceptions (r=.97). As RPCR increased, the percentage of students judging the experimental assignments as being less time consuming increased proportionally. Discussion focuses on application of time perception theories to educational settings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10