O

Given the fact that students know which strategy to use in each problem they encounter, the
researchers intend to make use of an alternative approach that is interleaved practice whereas
problems from the course are rearranged so that a portion of each assignment includes various
problems in an interleaved order that may be suitable for teachers and students in solving math
problems.

The researchers chose purposive sampling in selecting their participants, and they have chosen three
mathematics teachers and nine seventh grade. In conducting their study, they provided 10 practice
assignments, a review session, and a test. The researchers observed the student’s scores, and once the
teacher’s presented the solutions to the questions, the students were demonstrating self-correcting
solution. The students went through reviewing, and right after they were tested with a test booklet that
didn’t appear in any of the practice assignments.

Results shows that interleaved practiced has more higher test scores compared to the blocked practice.
Further, students that are tested after the review demonstrates that they have moderate benefit of
interleaving, which is about 80% (SD = 33%) vs. 64% (SD = 42%), t (62) = 2.39, p = .02, d = 0.42, and a
95% confidence interval (CI) [0.07, 0.77]. The researchers didn’t utilize the pooled estimate about the
error term for the t-statistic. While the teachers states that they would “use the intervention in the
future if it was an option” and “would recommend the intervention to other math teachers.”