Graduate Program
School Psychology
Degree Name
Specialist in School Psychology
Semester of Degree Completion
2011
Thesis Director
Kristin Johnson-Gros
Thesis Committee Member
Keith Wilson
Thesis Committee Member
Gary Cates
Abstract
Adding easy problems to an assignment with more difficult target problems, known as additive interspersal, has demonstrated the potential to enhance students' perceptions of assignments and also seem to be preferred over non-interspersal assignments. The purpose of this study is to examine the additive interspersal method accomplished by using assignment types (3 x 2 multiplication) that are relevant to the participants (fifth grade students) as well as using a between-subjects design. Specifically, this study examined student's ratings of difficulty, time to complete, and effort required to complete mathematics assignments. In addition, the effects of the different pairs of math assignments on digits correct per minute (DCPM) for both total problems and target problems.
Results indicate that there were significant preferences between the four different types of assignments, with the no regrouping problem type with interspersal assignment generally being preferred over both regrouping problem type assignments (with and without interspersal), but not over the no regrouping problem type without interspersal assignment. When examining both types of regrouping problem type assignments (with and without interspersal), participants completed significantly more total DCPM on the interspersal assignment.
Recommended Citation
Nash, Lindsay A., "A Between Subjects Analysis Of The Additive Interspersal Technique For Multiplication Assignments" (2011). Masters Theses. 613.
https://thekeep.eiu.edu/theses/613
