Tutors showed significant pre-to-post gains in both conceptual knowledge and procedural skill after teaching with adaptive follow-up questioning¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2026 · not yet checked against its sources · 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? Paired t-tests showed significant improvement from pre- to post-test in conceptual knowledge (t(22) = −4.47, p < 0.001) and procedural knowledge (t(22) = −2.68, p < 0.05). → Fathima Ameen 2026
Evidence¶
Fathima Ameen 2026¶
Fathima Ameen, Tasmia Shahriar, Aditi Mallavarapu, Shiyan Jiang, Noboru Matsuda. (2026). Beyond prior knowledge: the predictive role of knowledge-building in tutor learning. Behaviormetrika. https://doi.org/10.1007/s41237-026-00294-9
q2 · i? · associational · r1
Paired t-tests in the pretest-intervention-posttest study with 23 middle school students; Table 2 reports CKT means rising from 0.78 to 0.90 (t(22) = −4.47, p < 0.001) and PST from 0.70 to 0.81 (t(22) = −2.68, p < 0.05).
"The results of paired t-tests comparing pre- and post-test performance for each category indicate that there is a significant improvement in conceptual and procedural knowledge fol- lowing the intervention."
Discussion¶
Related Claims¶
- 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
- Prior conceptual and procedural knowledge did not significantly predict tutors' proportion of knowledge-building responses — related
- After training, tutors were significantly more likely to encounter pedagogical opportunities (61.1% to 68.9%) and showed higher execution quality within those opportunities (65.5% to 68.1%) — related
- %KBR correlated with prior knowledge only among high-prior students, not among low-prior students — related
- Low-prior-knowledge tutors with high %KBR outperformed their low-%KBR counterparts at post-test and scored statistically equivalent to high-prior peers — related
- Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
significant-prepost-gains-ckt-pst |
title |
Tutors showed significant pre-to-post gains in both conceptual knowledge and procedural skill after teaching with adaptive follow-up questioning |
description |
Tutors showed significant pre-to-post gains in both conceptual knowledge and procedural skill after teaching with adaptive follow-up questioning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fathima-ameen-2026 |
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