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

BACKGROUND AND CONTEXT

The utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students’ performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the sophomore level introductory thermodynamics course, student performance was evaluated on in-class quiz and exam problems. 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. Overall, comparing student achievement across five topics covered by JITT compared with five different course topics not covered by JITT did show small positive outcomes. 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.

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Matthew W. Liberatore

Matthew W. Liberatore

Rachel M. Morrish

Rachel M. Morrish

Charles R. Vestal

Charles R. Vestal

 

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