Propositional knowledge showed a prior knowledge main effect but no instructional method × prior knowledge interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 High prior knowledge students scored on average almost one point higher on propositional knowledge than low prior knowledge students, t(103) = 2.089, Cohen's d = 0.41. → 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 · i2 · causal · r2

Follow-up test on the prior knowledge main effect for propositional knowledge in the two-way ANOVA. High prior knowledge students scored "on average almost one point higher" than low prior knowledge students, with Cohen's d = 0.41.

"High prior knowledge students scored on average almost one point higher than low prior knowledge students, t(103) = 2.089, p\ .05 (Cohen’s d = 0.41)."

Discussion¶

Related Claims¶

• Instructional method and prior knowledge interact on conceptual understanding of statistics (expertise reversal effect) — related
• Revisions to visuals had no effect on post-lesson test scores, though prior knowledge predicted performance — related
• High- and low-prior-knowledge learners differ significantly on an algebra posttest and on intrinsic and germane cognitive load, but not on extraneous load — related
• The recall benefit of prior problem-based discussion applies to both explanatory and descriptive propositions, with no interaction between treatment and proposition type — related
• Cognitive load when studying depended on instructional method (highest in the worked-out examples condition), but no prior knowledge or test-phase effects emerged — related