ERIC Number: EJ602689
Record Type: Journal
Publication Date: 1999
Reference Count: N/A
Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates through the Interspersal Technique.
Skinner, Christopher H.; Hall-Johnson, Kim; Skinner, Amy L.; Cates, Gary; Weber, Jim; Johns, Gregg A.
Journal of Experimental Education, v68 n1 p43-59 Fall 1999
Examined the impact of different rates of problem completion on students' choice and perception of academic assignments. Results from 94 undergraduates, for whom target problems were altered across assignment pairs, show that the interspersal technique can enhance students' perceptions of assignments and that problem or task completion may be a reinforcing event. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A