Tutors' proportion of knowledge-building responses to an agent's adaptive follow-up questions predicts conceptual and procedural post-test scores¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? In a path analysis, %KBR significantly predicted conceptual post-test performance (β = .138, p < 0.05), though with roughly half the effect of conceptual pre-test (β = .301, p = 0.001). → Fathima Ameen 2026 q2 i? Path analysis revealed that the percentage of knowledge-building responses to follow-up questions significantly predicts both conceptual and procedural post-test scores. → Fathima Ameen 2026 (2)

Evidence¶

Fathima Ameen 2026¶

Fathima Ameen, Tasmia Shahriar, Aditi Mallavarapu, Shiyan Jiang, Noboru Matsuda. (2026). Beyond prior knowledge: the predictive role of knowledge-building in tutor learning. Behaviormetrika. https://doi.org/10.1007/s41237-026-00294-9

q2 · i? · associational · r1

Path analysis of data from 23 middle school tutors teaching SimStudent in APLUS, with %KBR computed from responses to adaptive follow-up questions. The article reports "%KBR also significantly predicted conceptual post-test performance" with β = .138, p < 0.05, smaller than the pre-test path.

"Although %KBR also significantly predicted conceptual post-test performance ( β = .138,p < 0.05), the effect size was roughly half that of conceptual pre-test on conceptual post-test ( β = .301,p =0 .001)."

Fathima Ameen 2026 (2)¶

Fathima Ameen, Tasmia Shahriar, Aditi Mallavarapu, Shiyan Jiang, Noboru Matsuda. (2026). Beyond prior knowledge: the predictive role of knowledge-building in tutor learning. Behaviormetrika. https://doi.org/10.1007/s41237-026-00294-9

q2 · i? · associational · r?

The authors' summary of the path analysis model (CFI 1.0, TLI 1.0, RMSEA 0.0, SRMR 0.00) fitted to the classroom study data, stating that "the percentage of knowledge-building responses to follow-up questions significantly predicts conceptual and procedural post-test scores."

"Path analysis revealed that the percentage of knowledge-building responses to follow-up questions significantly predicts conceptual and procedural post-test scores."

Studies bearing on this claim¶

Who contributes to knowledge building, and do a learner's knowledge-building contributions predict what that learner learns? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 2 distinct studies (1 associational, 1 review), q2–q3, 0 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Learning By Teaching Improves Tutor Learning — the general claim this finding bears on, with the studies behind it
• Prior conceptual and procedural knowledge did not significantly predict tutors' proportion of knowledge-building responses — related
• Tutors showed significant pre-to-post gains in both conceptual knowledge and procedural skill after teaching with adaptive follow-up questioning — related
• Low-prior-knowledge tutors with high %KBR outperformed their low-%KBR counterparts at post-test and scored statistically equivalent to high-prior peers — related
• %KBR correlated with prior knowledge only among high-prior students, not among low-prior students — related
• Procedural prior knowledge predicted conceptual post-test skill, but conceptual prior knowledge did not predict procedural post-test skill — related
• Question quality, not study time, predicted comprehension test performance among questioners — related
• Pretest performance and average math grade correlate with conceptual knowledge but not procedural knowledge posttest scores — related