Pretest performance and average math grade correlate with conceptual knowledge but not procedural knowledge posttest scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Pretest performance (r =.174, p =.032) and average math grade (r =.217, p =.009) were related to conceptual knowledge scores but not to procedural knowledge scores. → Thomas C. Braas 2025

Evidence¶

Thomas C. Braas 2025¶

Thomas C. Braas, Christian Hartmann, Vincent Hoogerheide, Nikol Rummel, Tamara van Gog. (2025). When is observing failure productive? Investigating the role of solution diversity in vicarious failure. Instructional Science. https://doi.org/10.1007/s11251-025-09706-x

q3 · i1 · causal · r2

Secondary correlational analysis in the full sample before the main ANCOVA; the article reports pretest and math grade "were related to conceptual knowledge scores on the posttest" but not to procedural knowledge scores, justifying their use as covariates.

"Pretest performance and average grade were related to conceptual knowledge scores on the posttest ( r =.174, p =.032, and r =.217, p =.009, respectively) but not to procedural knowledge scores (r =.059, p =.473, and r =.079, p =.342, respectively)."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Prior Knowledge Determines New Learning — a broader claim this one bears on
• GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes — related
• Tutors' proportion of knowledge-building responses to an agent's adaptive follow-up questions predicts conceptual and procedural post-test scores — related
• Procedural prior knowledge predicted conceptual post-test skill, but conceptual prior knowledge did not predict procedural post-test skill — related
• GPA predicts procedural knowledge and intellectual skills but not attitudes toward learning — related