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Download full textLotte van der Haar; Guthrie Gray-Lobe; Michael Kremer; Joost de Laat – Annenberg Institute for School Reform at Brown University, 2023
This study reports the findings from a year-long randomized evaluation assessing the impact of assigning 62 classrooms in Nigeria to receive either blocked or interleaved math problem sets. Blocked practice sessions focused on a single skill at a time. Interleaved problem sets alternated between different skills within a practice session. On tests…
Descriptors: Foreign Countries, Program Effectiveness, Retention (Psychology), Outcomes of Education
