Use of an Interspersal Technique to Enhance Work Completion Rates, On-Task Behavior and Accuracy on Independent Math Assignments
Item
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Title
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Use of an Interspersal Technique to Enhance Work Completion Rates, On-Task Behavior and Accuracy on Independent Math Assignments
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Identifier
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d_2009_2013:069a678be5af:10740
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identifier
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10978
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Creator
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Hatfield, Teresa A.,
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Contributor
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Georgiana S. Tryon
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Special education | Elementary education | Mathematics education | interspersal | mathematics | on-task behavior
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Abstract
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Previous research supports the positive educational effects for students when briefer, easier problems are interspersed into independent mathematics worksheets (Skinner, 2002). A concern with the previous research is whether the positive effects would generalize when implemented with large classroom groups over a prolonged period of time. The current study sought to extend this research and determine whether the interspersal procedure would increase accuracy rates, problem completion rates, and on-task behavior rates for a diverse elementary school student population (73% non-Caucasian) in the Northeast United States over a period of 16 days. The participants (n = 66) were randomly assigned either a traditional worksheet or an interspersal worksheet on a daily basis after an acclimation period of 3 days. Research assistants recorded accuracy rates, problem completion rates, and on-task behavior rates while students worked until completion on the teacher chosen target problems. On-task behaviors were disaggregated into three behavior types: verbal (e.g., any time that a student made an utterance to oneself, a peer, or called out to the teacher), visual (e.g., any time that a student broke eye contact from his or her paper while expected to be completing the assignment), and kinesthetic (e.g., any time that a student broke contact with his or her seat to move around or walk around; accompanied by not working on the assignment) during the observations. Students completed a 4-point Likert scale survey to assess preferences for assignment type. Mathematical content varied frequently from session to session, as the study was completed at the end of the school year. Visual on-task behavior levels were found to be significantly higher when students were working on the interspersal assignments. Students did not perform significantly better on the interspersal assignments on the dependent measures of accuracy, problem completion rates, and the other on-task behavior areas (i.e., verbal and kinesthetic). Students did not indicate a preference for the interspersal assignments over the control assignments on the student survey. The current study data support the results of previous studies using the interspersal procedure in that student visual on-task behaviors were improved.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
