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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 16% of A students reported cramming for Contemporary Biology versus 44% in other courses; B and C students also crammed less, but ~70% of D and F students still crammed regardless of course. → Marrs 2004 q2 i? About 75% of A, B, or C students reported preparing for class in Contemporary Biology versus ~50% for their non-JiTT classes; D and F students self-reported not preparing. → Marrs 2004 (2)

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

Self-report survey (Table 2, n = 426) comparing cramming in Contemporary Biology versus other non-JiTT courses, grouped by grade after the third of four exams. A students: 16% vs 44%; B: 34% vs 63%; C: 41% vs 65%; D and F students showed no improvement.

"40% of A students, 65% of B and C students and 70% of D and F students self report that they cram for exams in their non-JiTT classes. However, only 16% of those same A students felt the need to cram for N100."

Marrs 2004 (2)¶

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? · associational · r1

Self-report survey (Table 1, n = 162) asking three preparation questions, grouped by course grade after the third exam. Higher proportions of A–C students reported reading web notes and textbook before the JiTT class than before other classes.

"only ~50% of the students who were scoring in the an A, B, or C range after the third exam in Contemporary Biology self-reported that they read the textbook and notes before their non-JiTT classed, whereas ~75% of students who were scoring in the an A, B, or a C range reported preparing for class in Contemporary Biology."

Discussion¶

Related Claims¶

• JiTT implementation was associated with a decreased DFW rate in Contemporary Biology, from 27% to 20%
• Cramming was negatively correlated with spacing (r = -0.54) and with all other learning strategies investigated — related
• In regressions predicting self-reported achievement, elaboration positively (Beta = 0.24) and cramming negatively (Beta = -0.30) predicted achievement, but only effort regulation and engagement remained significant in the combined model — related
• Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement — related