Prior knowledge strongly predicts post-test application and transfer scores in both topics¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Pre-test scores showed a significant positive relationship with post-test scores in experimental design (partial η² = 0.257). → Eman Ganaiem 2025

Evidence¶

Eman Ganaiem 2025¶

Eman Ganaiem, Ido Roll. (2025). Investigating the order of example-problem sequences when learning experimental design and graphing competencies. Instructional Science. https://doi.org/10.1007/s11251-025-09750-7

q3 · i3 · causal · r2

MANCOVA in the experimental design topic (n = 113) found pre-test a significant positive predictor of both application and transfer scores, partial η² = 0.257, a large multivariate effect.

"Pre-test scores showed a significant positive relationship with post-test scores, indicating a main effect on application and transfer scores: Wilk's Λ = 0.743, F (2, 106) = 18.371, p < 0.01, partial η2 = 0.257 (Fig. 3)."

Discussion¶

Related Claims¶

• Student attributes showed no main effects on outcomes except interest in science in graphing, and did not interact with sequence — reports the opposite
• No significant interaction between condition and pre-test knowledge on learning outcomes in either topic — related
• Students improved significantly from pre- to post-test in both topics, with a medium effect in experimental design and a small effect in graphing — related
• Prior Knowledge Determines New Learning — a broader claim this one bears on
• Order of worked examples and problem solving had no significant effect on application and transfer scores in experimental design or graphing — related
• The relationship between learners' prior knowledge and the optimal instructional sequence may not be straightforward — related
• For introductory biology students with low topic-specific prior knowledge, problem-solving-first (PS-I) outperformed instruction-first (I-PS) on a near-transfer test — related
• For biochemistry students with relatively higher topic-specific prior knowledge, instruction-first (I-PS) outperformed problem-solving-first (PS-I) on a near-transfer test — related