Students rated class discussions of Warm Up responses as very useful (87%, n = 485)¶

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? 87% of N100 students rated class discussions of Warm Up responses as very useful to learning the fine points of a concept (n = 485, three semesters). → 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

Student attitude survey across three semesters of Contemporary Biology N100. The article reports 87% of students (n = 485) rated Warm Up response discussions very useful; percentages are self-report ratings with no inferential test printed.

"In questioning three semesters of students, 87% of students in N100 rated the class discussions of Warm Up responses “very useful to learning the fine points” of a concept (n = 485)."

Discussion¶

Related Claims¶

• Optional 'What is Biology Good For?' essays achieved >75% weekly participation and >90% of students reported they made science relevance clear
• 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%)
• Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance — related
• JiTT implementation was associated with a decreased DFW rate in Contemporary Biology, from 27% to 20% — related