JiTT implementation was associated with a decreased DFW rate in Contemporary Biology, from 27% to 20%¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Since implementing JiTT in Contemporary Biology, the DFW rate decreased from 27% to 20%, meaning 80% of students completed with A, B, or C. → Marrs 2004

Evidence¶

Marrs 2004¶

Marrs, K.A., and Novak, G. (2004). Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet. Cell Biology Education 3, 49–61. https://doi.org/10.1187/cbe.03-11-0022

q2 · i? · design · r2

Course-level retention comparison reported for Contemporary Biology N100 before and after JiTT implementation. The article reports the DFW rate "decreased from 27% to 20%"; no statistical test or effect size is printed. A parallel physics figure (33% to 19%) is also reported.

"Since implementing JiTT in contemporary biology, the DFW rate has decreased from 27% to 20%; mean- ing that 80% of the students taking N100 will now complete the course with a grade of A, B, or C."

Discussion¶

Related Claims¶

• Optional 'What is Biology Good For?' essays achieved >75% weekly participation and >90% of students reported they made science relevance clear
• Students self-reported less cramming and more class preparation in the JiTT course than in their non-JiTT courses, except students receiving D or F grades
• Test questions reinforced by Warm Up questions or Cooperative Learning activities showed higher average normalized gains (~52%, ~60%) than questions discussed in class only (~15%)
• Students rated class discussions of Warm Up responses as very useful (87%, n = 485) — related
• Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance — related