Prior Knowledge Dwarfs Hard Work in Achieving Academic Performance.

In a final-year undergraduate course, study effort has insignificant positive influence on student performance. Prior knowledge alone accurately predicts student performance. We conjecture that prior knowledge gradually increases its influence on performance as students progress through a 4-year undergraduate program. To benefit students in latter study years, universities should allocate resources for freshmen to build solid study habits and background knowledge. Finally, our study shows that individual’s choice between face-to-face lectures and recorded lectures has no bearing on student performance and cram study has limited benefits.