Interspersing Additional Brief, Easy Problems to Increase Assignment Preference on Mathematics Reading Problems |
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| Authors: | Mark E. Wildmon Christopher H. Skinner Ashley McDade |
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| Affiliation: | (1) School Psychology Program, Department of Counselor Education and Educational Psychology, Mississippi State University, Starkville, Mississippi;(2) Department of Counselor Education and Educational Psychology, Mississippi State University, Starkville, Mississippi;(3) Department of Counselor Education and Educational Psychology, Mississippi State University, P.O. Box 9727, Starkville, Mississippi, 39762-5740 |
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| Abstract: | We extended previous research on student preference for academic assignments by presenting college students with a control assignment containing eight, two-digit × two-digit + two-digit × two-digit (2 × 2 + 2 × 2) mathematics reading problems and an experimental assignment that contained eight equivalent, 2 × 2 + 2 × 2 problems plus three additional interspersed four-digit + four-digit mathematics reading problems. After spending 9 min 15 s working on each assignment, significantly more students ranked the experimental assignment as being less difficult and requiring less effort to complete. When given a choice between the two assignments for homework, significantly more students chose the experimental assignment. No differences between assignments were found on target problem (i.e., 2 × 2 + 2 × 2) accuracy levels. Results support earlier research that showed how students' preference for assignments could be improved by interspersing additional brief tasks among more time consuming target tasks. In addition to applied implications, theoretical implications related to task completion as a reinforcing event, choice, and relative rates of reinforcement are discussed. |
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| Keywords: | assignment preference curricula revisions interspersal schedules of reinforcement |
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