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%)¶

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? In N100 classes, students showed an average normalized gain of ~52% on test questions reinforced by Warm Up questions or Cooperative Learning activities, versus ~15% on questions discussed in class but not reinforced. → 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

Preclass/postclass 20-question test analysis within individual N100 classes using average normalized gain (Hake method). Questions reinforced by Warm Up or Cooperative Learning showed gains of ~52%, and ~60% when reinforced by both, versus ~15% for class-discussion-only questions; no standardized effect size is printed.

"students tended to show an average normalized gain of ~15% on test questions about concepts that were discussed in class, but not necessarily reinforced by any additional class activities"

Discussion¶

Related Claims¶

• Optional 'What is Biology Good For?' essays achieved >75% weekly participation and >90% of students reported they made science relevance clear
• JiTT implementation was associated with a decreased DFW rate in Contemporary Biology, from 27% to 20%
• Students rated class discussions of Warm Up responses as very useful (87%, n = 485)
• Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance
• Active Learning Improves Exam Performance — a broader claim this one bears on