Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique

Students solved mathematics problems from 4 assignment pairs. Each control assignment contained 18 target multiplication problems that were 4 x 1-digi t (4 x 1), 4 x 2, 4 x 3, or 4 x 4. Each paired experimental assignment cont ained 18 similar problems plus 6 interspersed 1 x 1-digit problems. After c omputing problems from each pair of assignments, the students rated them an d chose 1 for homework. Across all assignment pairs, problem completion rat es were greater on the experimental assignments, and significantly more stu dents chose a new experimental, rather than control, assignment for homewor k. Furthermore, as the discrepancy between problem completion rates increas ed across assignment pairs, the probability of students' choosing the exper imental assignment for homework and rating the experimental assignment more favorably with respect to difficulty, effort, and time also increased. The relationship between student choice behaviors and relative problem complet ion rates has theoretical and applied implications for choice research and the design of activities composed of discrete tasks.