Low-performing students access solutions more often than higher-performing students, while hint access does not differ across quartiles¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The lowest performing quartile accessed solutions significantly more often than the high, mid-high, and mid-low groups (η² = 0.04, a small effect size), but the four groups did not differ in hint access. → Hou 2025 q3 i? Hint access frequency showed no statistically significant difference across the four performance quartiles. → Hou 2025 (2)

Evidence¶

Hou 2025¶

Hou, C., Kuhlmann, S. L., Greene, J. A., Bernacki, M. L., & Hogan, K. A. (2025). Process mining measures students' help-seeking transitions when completing assignments in an online learning and assessment platform. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09442-0

q3 · i2 · associational · r1

Kruskal-Wallis tests across the four exam-performance quartiles of 482 biology students showed solution access differed across groups, η² = 0.04, a "small effect size (Richardson, 2011)". Dunn's tests showed the lowest group accessed solutions significantly more than each other group.

"a Kruskal-Wallis test between the groups indicated a statistically significant difference in the frequency at which they accessed solutions, (c2(3) = 24.31, p <.001, η2 = 0.04), with a small effect size (Richardson, 2011)"

Hou 2025 (2)¶

Hou, C., Kuhlmann, S. L., Greene, J. A., Bernacki, M. L., & Hogan, K. A. (2025). Process mining measures students' help-seeking transitions when completing assignments in an online learning and assessment platform. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09442-0

q3 · i? · associational · r2

The same Kruskal-Wallis frequency analysis of 482 students' trace data found "no statistically significant differences between the groups in hint access" (χ²(3) = 2.88, p = .41); no effect size was printed, so the null is not evidence of equivalence.

"a Krusal-Wallis test indicated no statistically significant differences between the groups in hint access (c2(3) = 2.88, p =.41."

Discussion¶

Related Claims¶

• Frequency of correct quiz submissions differs across performance quartiles, with high performers submitting correct answers most often
• The four exam-performance quartile groups differed significantly on first-unit exam scores, validating the grouping used for behavioral comparisons — related
• Frequency of incorrect quiz submissions differs across performance quartiles, with low performers submitting incorrect answers most often — related
• Exam scores correlate positively with correct submissions and negatively with incorrect submissions and solution access — related
• Process mining shows low performers access solutions more and transition to hints after incorrect submissions more than high performers — related