Results
Title

The Impact of Blocked Practice versus Mixed Practice and the Strategy of Overlearning on Student Performance in Calculus.

Authors

Gorgievski, Nicholas; DeFranco, Thomas

Abstract

In most mathematics textbooks, each lesson is followed by a set of homework problems in one of two ways – blocked practice and mixed practice. Additionally, most mathematics textbooks rely on a common learning strategy called overlearning, that is, mastering a skill and continuing to practice this same skill. This study investigated the effects of blocked practice versus mixed practice and the overlearning strategy on student performance in a university-level Calculus I classroom using an online homework system. Data collection took place throughout the semester and included student scores on homework and exams. An ANCOVA was used to analyze the data and the results indicated that there were no statistically significant differences on final exam scores between the participants in the blocked and mixed practice groups. Additionally, the 50% increase in the number of homework problems per set (i.e. overlearning) did not show statistically significant differences in student performance as measured on final exam scores.

Subjects

MATHEMATICS textbooks; CALCULUS; LEARNING strategies; HOMEWORK; ACQUISITION of data; STUDENTS

Publication

Investigations in Mathematics Learning, 2024, Vol 16, Issue 2, p137

ISSN

1947-7503

Publication type

Academic Journal

DOI

10.1080/19477503.2024.2321834