Completing the Science of Learning to Learn training conferred an effect of about one-third of a letter grade (d ~ 0.3) on subsequent quizzes and exams in the original randomized study¶
Claim · All claims
Evidence · 1 study · associationalr1·q2·i1small
Currency · newest study 2023 · 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 i1 In the prior randomized study (Bernacki et al., 2020), training completers outperformed comparison students on subsequent exams, an effect of about 1/3 of a letter grade (d ~ 0.3). → Matthew L. Bernacki 2023
Evidence¶
Matthew L. Bernacki 2023¶
Matthew L. Bernacki, Megan Claire Cogliano, Shelbi L. Kuhlmann, Jenifer Utz, Christy Strong, Jonathan C. Hilpert, Jeffrey A. Greene. (2023). Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09356-9
q2 · i1 · associational · r1
The article attributes this to its prior randomized study (Bernacki et al., 2020), reporting the training "conferred an effect of about 1/3 of a letter grade on subsequent quizzes and exams" with printed effect size d ~ 0.3, roughly a B to a B+ shift. Reported here as background for the present re-analyses.
"conferred an effect of about 1/3 of a letter grade on subsequent quizzes and exams (d ~ 0.3; e.g., from a B to a B + and corresponding grade point average difference of 3.4 to 3.7 on the 0 to 4 scale at U.S. universities)"
Discussion¶
Related Claims¶
- Skill-mastery predictions of biology exam performance were sustained in a redesigned video-based multimedia training prioritizing learning efficiency
- Behavioral and environmental regulation knowledge demonstrated during digital SRL training predicted biology midterm and final exam grades, while knowledge of SRL processes did not
- Declarative and conceptual levels of learning-skill mastery predicted biology exam performance, but application-level knowledge did not
- Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge
- In a Terracotta study across classes, retrieval practice review outperformed restudy review on subsequent exams — related
- Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
slll-training-letter-grade-effect |
title |
Completing the Science of Learning to Learn training conferred an effect of about one-third of a letter grade (d ~ 0.3) on subsequent quizzes and exams in the original randomized study |
description |
Completing the Science of Learning to Learn training conferred an effect of about one-third of a letter grade (d ~ 0.3) on subsequent quizzes and exams in the original randomized study |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-l-bernacki-2023 |
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