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Effectiveness of Just-in-Time Teaching on Student Achievement

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  • “Analysis of assessment data for student's performance on knowledge-based questions showed JiTT was helpful for student learning and ...JiTT-based courses had more consistent exam scores compared to non-JiTT-based courses.” (p.1)

  • “Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. ...Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.” (p.507)

  • “It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the ... Schoology-based Just in Time Teaching and students who have high motivation can improve learning achievement.” (p.134)

  • “Our research suggests that lectures focusing on student difficulties, which were used in this case study as part of the JiTT-based instructional ... approach, resulted in improved performance on the ICT compared to the RQ for some students but they were not sufficient for helping all students in the quantum mechanics course to have a time for telling...However, a majority of students showed improved performance on various concepts at some point of time in the instructional design.” (p.12)

  • “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)

  • “Based on reports from trained classroom observers (graduate students in Psychology) as well as peer (faculty) evaluators who were not using ...JiTT, a JiTT classroom has substantially more student-student interaction (students involved in group work, students discussing “Warm Up” responses as a class), and more student-faculty interaction (students asking questions or making comments to faculty during class discussions) than does a non-JiTT classroom, as measured by students’ questions and comments to faculty, faculty questions to students, and student interaction during group work.” (p.31-32) “Finally, by requiring students to prepare ahead for class and attend class regularly, JiTT promotes good study habits necessary for students’ success. Students consistently score better on exam questions addressed by either “Warm Up” questions or Cooperative learning exercises (Marrs and Novak 2004).” (p.33)

  • “A key characteristic of JiTT is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are ... due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring to class...Assessment results have been positive, including decreased attrition rates, increases in student attitudes, interactivity, study habits, and cognitive gains in classrooms using JiTT.” (p.49)

  • “The results also reveal that the JiTT approach has a greater impact on improving student performance than the use of Concept Checks or ...lecture-only courses.” (p.985) “While both JiTT and Concept Checks are valuable methods for shifting the burden of responsibility onto the student for participating in his or her own education, Justin-Time Teaching is perhaps more effective in actively engaging the student. The student is responsible for reviewing previous material as well as reading ahead to prepare for the next lecture.” (p.988)

  • “In this study, learners invested time in extending information because they found a possibility, through this type of strategy, to get more ...information that was connected to their field of knowledge.” (p.99) “Results of this study indicate that students perceived the strategy of Just in time teaching as a means to engage them in the designed activities, it was manifested by investing time to extend knowledge and promoting participation by reducing the affective filter.” (p.89)

  • “The benefits of the JiTT approach can be summarized as follows: (a) Students more likely to be prepared for class, (b) the use of student ...responses in class creates a positive feedback loop that promotes further learning, (c) JiTT exercises make instructors more aware of student thinking processes, and (d) JiTT pedagogy increases students’ cognitive learning.” (p.444)

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