Improving assignment preference through interspersing additional problems: Brief versus easy problems

@article{Skinner1996ImprovingAP,
  title={Improving assignment preference through interspersing additional problems: Brief versus easy problems},
  author={C. Skinner and Priscilla A. Fletcher and Mark E. Wildmon and P. Belfiore},
  journal={Journal of Behavioral Education},
  year={1996},
  volume={6},
  pages={427-436}
}
College students were exposed to a control mathematics assignment containing 16 three-digit by two-digit multiplication (3×2) problems and two experimental assignments that contained 16 equivalent 3×2 problems and six additional interspersed problems. On one experimental assignment, 4-digit plus 4-digit problems (4+4) were interspersed. On the other experimental assignment, 2-digit divided by 1-digit with whole number answers problems (2/1) were interspersed. When given a choice, significantly… Expand
39 Citations
Effects of Interspersing Rate on Student Preferences for Mathematics Assignments
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