Work

Mixing problems increases performance of all students but especially of low-achieving ones in college calculus

Year: 2026

Type: article

Abstract: College mathematics courses often act as gatekeepers to studies in science, technology, engineering, and mathematics (STEM). Increasing student performance in these courses is highly important to meet STEM workforce demand. We investigated whether interleaved and spaced homework sets, where problems on different topics are mixed across multiple assignments, increase students’ grades on exams compared to traditional blocked homework sets where problems are grouped by topics. Using a quasi-experimental design, students in two sections of a large ( N = 585) undergraduate calculus course completed either interleaved or blocked homework sets. Interleaved homework improved final exam performance for all students while disproportionately benefiting students with a below or slightly-above average initial performance. Our results indicate that interleaving was particularly beneficial for underrepresented minority and first-generation students. A change in homework structure can be a promising way to both help all students improve their performance while also reducing equity gaps in university mathematics courses.

Source: npj Science of Learning

DOI: 10.1038/s41539-026-00450-6

Authors: Steve Bennoun, Veronica X. Yan, Alice Xu

Institutions: University of California, Los Angeles, The University of Texas at Austin

Language: English

Topic: Mathematics Education and Programs

Subfield: Modeling and Simulation

Field: Mathematics

Domain: Physical Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: gold

Estimated APC paid: $2,690