Effective preparation for STEM subject exams requires not only content knowledge but also structured and efficient learning strategies. This observational study examined the association between the implementation of a structured learning framework (PIPES system) and student performance in extended-level mathematics and physics exams in Poland. The PIPES system integrates five evidence-based components: planning and goal setting, interleaved practice, the Pomodoro technique, exam question type categorization, and independent problem-solving with mentor support. The study evaluated the PIPES system as an integrated instructional framework rather than as a set of isolated components. Data from over 900 high school students across multiple cohorts (2020–2025) were analysed. Students who fully implemented the PIPES system achieved substantially higher average exam scores than national averages and comparison groups. For example, in the 2024/2025 school year, participants achieved 82% in mathematics compared to 33% nationally (d = 1.88), and 85% in physics compared to 52% (d = 1.14). Large score improvements were also observed between mock and final exams, particularly among initially lower-performing students. While the non-randomised design precludes causal inference, the magnitude and consistency of the observed associations suggest that the PIPES system may represent a promising structured approach to STEM exam preparation.
Jarosiński et al. (Thu,) studied this question.