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

Abstract

High school students in remedial mathematics classes were exposed to three pairs of mathematics computation assignments. Three of the assignments served as control assignments and contained 15 target problems (i.e., three-digit by two-digit multiplication problems). Students were also exposed to three paired experimental assignments that contained either 15 (0% more), 18 (20% more), or 21 (40% more) equivalent target problems. Each experimental assignment was also lengthened by interspersing additional one-digit by one-digit problems following every third target problem. After exposure to each pair of assignments, students reported which of the two assignments (control or experimental) would require the most time and effort to finish, which was most difficult, and which assignment they would prefer to do for homework. Across all three assignment pairs, significantly more students rated the experimental assignment more favorably for time, effort, and difficulty and chose the experimental assignment for homework. These results extend previous research on interspersing additional brief tasks by showing that this procedure has sufficient strength to get students to prefer homework assignments with 20% and 40% more target problems.

A Path Analysis of Student Interest in STEM, with Specific Reference to Qatari Students

“…More specifically, as Smolira (2008) argues, homework is useful in encouraging student learning, increasing their understanding of the material and enhancing their attention in class. Assigning schoolwork to students does not simply improve student academic achievement; it also helps to develop skills related to their responsibility, learning autonomy, and time management (Eaton et al, 2014;Warton, 2001), especially when students actively engage in assigned tasks (Cates & Skinner, 2000).…”

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies

“…Researchers have shown that, when given the choice of two academic behaviors, students will choose the academic behaviors that require the least effort (Billington, Skinner, & Cruchon, 2004; Billington, Skinner, Hutchins, & Malone, 2004; Martin, Skinner, & Neddenriep, 2001). Furthermore, as the difference in relative effort increases, so does the probability of students choosing to engage in the less‐effortful academic activity (Billington & Ditommaso, 2003; Billington & Skinner, 2002; Cates & Skinner, 2000). When providing students with a choice of reading material, they may be more likely to choose material that requires less effort to read (Skinner et al, 2005).…”

“…One strategy to increase the probability of students choosing to engage in academic behaviors that require more effort than competing behaviors (e.g., staring out the window) is to strengthen the reinforcement for those behaviors. Specifically, educators can increase the probability of students choosing to engage in high‐effort assignments by enhancing the rate, quality, and immediacy of reinforcement (Billington et al, 2004; Cates & Skinner, 2000; Mace, Neef, Shade, & Mauro, 1996; Meadows & Skinner, 2005; Neef, Mace, & Shade, 1993; Neef, Shade, & Miller, 1994). These findings suggest that an interaction between reading skill development (e.g., reading fluency) and reinforcement (intrinsic and extrinsic) can have a strong influence on student reading behavior (Skinner, 1998; Skinner, Williams, & Neddenriep, 2004).…”

Academic Remediation: Educational Applications of Research on Assignment Preference and Choice

“…Subsequent studies showed that interspersing additional brief problems caused students to prefer assignments with more, longer target problems (Cates & Skinner, 2000;Cates et al, in press). For example, Cates and Skinner (2000) exposed remedial mathematics secondary students to control assignments with 15 3 3 2 problems and experimental assignments with 18 and 21 3 3 2 problems and 1 3 1 problems interspersed following every third 3 3 2 problem.…”