Instructional method and prior knowledge interact on conceptual understanding of statistics (expertise reversal effect)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The effect of instructional method on conceptual understanding depends on students' prior knowledge level: a statistically significant interaction was found, F(3, 97) = 2.762, with η² = 0.079. → Leppink 2012

Evidence¶

Leppink 2012¶

Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P. M., & Berger, M. P. F. (2012). Self-explanation in the domain of statistics: an expertise reversal effect. Higher Education, 63, 771-785. https://doi.org/10.1007/s10734-011-9476-1

q3 · i? · causal · r2

Two-way ANOVA (instructional method × prior knowledge group) on conceptual understanding scores (scale 0-10) in the randomized experiment with first-year bachelor students. The article prints the interaction statistic and g2 = 0.079 (η², in the 0.04-0.13 band) but the authors treat main effects as uninterpretable given the interaction pattern.

"Although the hypothesis of differential instructional method effects for the different prior knowledge groups was not confirmed for propositional knowledge, it was confirmed for conceptual understanding. We found a significant interaction effect, F(3, 97) = 2.762, p\ .05 ( g2 = 0.079)."

Discussion¶

Related Claims¶

• Propositional knowledge showed a prior knowledge main effect but no instructional method × prior knowledge interaction — related
• Segmentation Benefits Shrink With Expertise — a narrower finding that bears on this claim
• The effectiveness of instructional techniques and procedures interacts with levels of learner prior knowledge, a pattern known as the expertise reversal effect — a broader claim this one bears on
• The relative effectiveness of instructional methods reverses as levels of learner knowledge in a domain change (the expertise reversal effect) — a broader claim this one bears on
• The expertise reversal effect relies on changes in relative levels of element interactivity due to changes in relative levels of expertise — a broader claim this one bears on
• Most existing task complexity frameworks rely on objective measures and neglect learner expertise — related
• Prior knowledge, worked-example type (full vs completion) and task difficulty show a significant three-way interaction on an algebra posttest, but not on self-reported cognitive load — related