Participation in preparatory exercises predicted conceptual-understanding test performance in the first two iterations only, with no evidence in Years 3 and 4¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Years 1 and 2, participation significantly predicted end-of-semester conceptual understanding assessments (standardized β = 0.18–0.21); in Year 3 only the first assessment was significant (β = 0.13) and in Year 4 none were. → Baumgartner 2025

Evidence¶

Baumgartner 2025¶

Baumgartner, V., Daguati, S., Trninic, D., Akveld, M., Caspar, A., Hungerbühler, N., Kapur, M. (2025). Problem-solving before instruction for learning linear algebra in university mathematics. Instructional Science. https://doi.org/10.1007/s11251-025-09709-8

q3 · i? · design · r3

Linear and Bayesian regressions predicting performance on the two end-of-semester conceptual understanding tests from first-semester participation. Years 1–2 supported hypothesis H3 (e.g. BF10 = 216.29, R² = 0.05 for CU I Year 2); in Year 3 only BF10 = 1.04 slightly favoured the hypothesis for CU I, and in Year 4 both Bayesian factors favoured the null model.

"In the fourth iteration, none of the predictions were significant."

Discussion¶

Related Claims¶

• Students' participation in preparatory exercises positively predicted their final exam grade in every intervention year (β = 0.16–0.31; R² = 0.03–0.16) — related
• PS-I over a year in a university linear algebra course was followed by significantly higher final exam performance versus baseline cohorts — related
• The PS-I intervention significantly increased the percentage of students passing the linear algebra final exam in all four cohorts (Cohen's d = 0.21–0.42) — related
• During the intervention, linear algebra exam performance rose distinctly above overall first-year performance, a pattern the authors interpret as intervention impact beyond cohort differences — related