Mastering students outperform Passing and Non-passing students across all four dimensions of quiz task activity (views, submissions, repetitions, scores)¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Quiz task views, submissions, repetitions, and scores all significantly favored the Mastering group over the Passing and Non-passing groups. → Slaviša Radović 2025

Evidence¶

Slaviša Radović 2025¶

Slaviša Radović, Niels Seidel. (2025). Uncovering variations in learning behaviors and cognitive engagement among students with diverse learning goals and outcomes. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10528-4

q2 · i? · associational · r1

Bonferroni post hoc comparisons of quiz task engagement among the three outcome groups. The article reports Mastering exceeded Passing (p = 0.004) and Non-passing on quiz views, with no Passing–Non-passing difference; similar patterns held for submissions, repetitions, and scores.

"post-tests revealed that students in the Mastering group significantly viewed these tasks more frequently than students in the Passing group (p = 0.004) and the (p < 0.001). No differences were observed between Passing and Non-passing students."

Discussion¶

Related Claims¶

• Student activity declines consistently from the first to the last learning unit across all three outcome groups — related
• Frequency of incorrect quiz submissions differs across performance quartiles, with low performers submitting incorrect answers most often — related
• Frequency of correct quiz submissions differs across performance quartiles, with high performers submitting correct answers most often — related
• Self-assessment task activity shows no differences among outcome groups except for the number of tasks viewed — related