Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CFC across achievement levels, with no interaction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Prior achievement level significantly affected conceptual understanding, F(2,63)=4.20, p=.019, partial η2=.118; method also significant, F(1,63)=6.05, p=.017, partial η2=.088. → Ramadoni 2022

Evidence¶

Ramadoni 2022¶

Ramadoni, Mustofa (2022). Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses. Pegem Journal of Education and Instruction, Vol. 12, No. 3, 154-168. https://doi.org/10.47750/pegegog.12.03.17

q2 · i? · only partial eta squared is printed for this finding; no standardised mean difference · causal · r2

Two-way ANCOVA (method × prior achievement level, controlling pretest) on conceptual understanding: prior achievement significant, "F(2, 63)=4.20, p=.019, partial η2=.118"; method significant F(1,63)=6.05, p=.017, partial η2=.088; interaction not significant, F(2,63)=.99, p=.377. Scheffe: high differed from medium (p=.021) only in PTFC.

"the data also shows that there is a statistically significant prior achievement levelwith F(2, 63)=4.20, p=.019, partial η2=.118."

Discussion¶

Learner Variables¶

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

Prior Knowledge Determines New Learning — the general claim this finding bears on, with the studies behind it
Senior high school majors' background affects calculus conceptual understanding and self-efficacy, with no method-by-major interaction — related
Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest — related
In one flipped calculus study, teaching method (peer-teaching versus conventional flipped classroom) and prior achievement level interact on self-efficacy — related
In one flipped calculus study, prior achievement level had no significant main effect on self-efficacy, although it interacted with teaching method — related

Page metadata

Field	Value
`type`	`claim`
`id`	`prior-achievement-affects-conceptual-understanding`
`title`	`Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CFC across achievement levels, with no interaction`
`description`	`Prior achievement level affects calculus conceptual understanding, and PTFC outperforms CFC across achievement levels, with no interaction`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `ramadoni-2022`

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