PS-I over a year in a university linear algebra course was followed by significantly higher final exam performance versus baseline cohorts¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Baumgartner et al. (2025), students across four iterations of a PS-I linear algebra course showed significantly higher final exam performance compared to baseline cohorts, and active participation in PS-tasks predicted performance. → Katharina Loibl 2025

Evidence¶

Katharina Loibl 2025¶

Katharina Loibl, Valentina Nachtigall, Timo Leuders. (2025). Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects. Instructional Science. https://doi.org/10.1007/s11251-025-09751-6

q2 · i? · review · r2

The editorial reports, citing Baumgartner et al. (2025), a university linear algebra course with multiple PS-I elements over a whole year; across four iterations students showed "significantly higher final exam performance compared to baseline cohorts". No effect size is printed.

"Across four iterations, students showed significantly higher final exam performance compared to baseline cohorts. Active participation in the PS-tasks predicted performance, which can be regarded as an indicator"

Discussion¶

Related Claims¶

• 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
• 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) — possibly the same claim (merge candidate)
• 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) — possibly the same claim (merge candidate)
• Participation in preparatory exercises predicted conceptual-understanding test performance in the first two iterations only, with no evidence in Years 3 and 4 — related