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)¶

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 linear regressions per intervention year, the number of preparatory exercises participated in significantly predicted exam grade, with adjusted R² between 0.03 and 0.16. → 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 regressions on the volunteered subsample (e.g. Year 1 n = 269 to Year 4 n = 273 per Table 7), participation scored 0–10. Bayesian regressions confirmed the results with BF10 between 11.80 and 10^9 and R² values between 0.03 and 0.16; at least 3% of exam-performance variance was explained by participation. No standardized effect size is printed, so impact is null.

"Linear regressions for each of the intervention years showed that the number of preparatory exercises the students participated in significantly predicted their exam grade with coefficients β between 0.16 and 0.31."

Discussion¶

Related Claims¶

• Participation in preparatory exercises predicted conceptual-understanding test performance in the first two iterations only, with no evidence in Years 3 and 4 — related
• PS-I over a year in a university linear algebra course was followed by significantly higher final exam performance versus baseline cohorts — possibly the same claim (merge candidate)
• In-class chat engagement significantly predicts higher test scores in MAIC courses — 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
• Pre-course SRL level statistically significantly predicted participation in collaborative chat activities — related