A Between Subjects Analysis Of The Additive Interspersal Technique For Multiplication Assignments

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.

Date of Award	2011
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Kristin Johnson-Gros (Supervisor)