Exam scores correlate positively with correct submissions and negatively with incorrect submissions and solution access¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Correct submissions were positively correlated with exam 1 scores (r = .28), incorrect submissions were negatively correlated with exam scores (r = −.40), and incorrect submissions were negatively correlated with accessing solutions (r = −.21). → Hou 2025

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

q2 · i3 · associational · r1

Bivariate correlational analysis of 482 students' trace frequencies and first-unit exam scores found "incorrect submissions were statistically significant negatively correlated with exam scores ( r = −.40, p <.01)"; correct submissions correlated positively (r = .28) and incorrect submissions correlated negatively with solution access (r = −.21).

"Correct submissions were statistically significantly positively correlated with exam one scores (r =.28, p <.05), incorrect submissions were statistically significant negatively correlated with exam scores ( r = −.40, p <.01), and incorrect submissions were statistically significantly negatively correlated with accessing solutions (r = −.21, p <.01)"

Discussion¶

Related Claims¶

• Frequency of incorrect quiz submissions differs across performance quartiles, with low performers submitting incorrect answers most often — related
• Process mining shows low performers access solutions more and transition to hints after incorrect submissions more than high performers — related
• The four exam-performance quartile groups differed significantly on first-unit exam scores, validating the grouping used for behavioral comparisons — related
• Frequency of correct quiz submissions differs across performance quartiles, with high performers submitting correct answers most often — related
• Low-performing students access solutions more often than higher-performing students, while hint access does not differ across quartiles — related
• Students' help-seeking error frequencies correlate strongly across different Cognitive Tutor units and cohorts (r = 0.89) — related