Declarative and conceptual levels of learning-skill mastery predicted biology exam performance, but application-level knowledge did not¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Study 1, skill mastery measured at declarative and conceptual levels predicted exam performance, whereas application-level knowledge did not. → Matthew L. Bernacki 2023
Evidence¶
Matthew L. Bernacki 2023¶
Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene. (2023). Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09356-9
q2 · i? · associational · r1
Study 1 path model (Model 2) tested mastery by depth of knowledge among n = 49 completers. The article summarizes that "Declarative and conceptual levels of skill-mastery predicted exam performance; application-level knowledge did not." No effect size is printed for this summary finding.
"Declarative and conceptual levels of skill-mastery predicted exam performance; application-level knowledge did not."
Discussion¶
Related Claims¶
- Completing the Science of Learning to Learn training conferred an effect of about one-third of a letter grade (d ~ 0.3) on subsequent quizzes and exams in the original randomized study
- Behavioral and environmental regulation knowledge demonstrated during digital SRL training predicted biology midterm and final exam grades, while knowledge of SRL processes did not
- Skill-mastery predictions of biology exam performance were sustained in a redesigned video-based multimedia training prioritizing learning efficiency
- Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
declarative-conceptual-skill-mastery-predicts-exams-application-does-not |
title |
Declarative and conceptual levels of learning-skill mastery predicted biology exam performance, but application-level knowledge did not |
description |
Declarative and conceptual levels of learning-skill mastery predicted biology exam performance, but application-level knowledge did not |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-l-bernacki-2023 |
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