Skip to main content Skip to local navigation

Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

“Student performance covering a specific course topic subsequently reinforced by a JITT exercise was found to be measurably higher (>9%) than a control group who did not receive the JITT review...The improvements after using JITT exercises included a higher median and 3rd quartile scores, so JITT may be beneficial to mid-performing students. Overall, student feedback on the JITT reviews showed that over 85% of the students thought the JITT exercises were helpful for engagement and a good use of class time.” (p.1)

Liberatore, M., Morrish, R., & Vestal, C. (2017). Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course. Advances in Engineering Education, 6(1), 1-15.

Resource Theme(s): Developing capstone curriculum to enhance student achievement, Effectiveness of just in time teaching on student achievement

Categories: