Just-in-Time Teaching in Statistics Classrooms

Figures & data

Table 1. Do's and Don’ts of implementing the JiTT classroom strategy.

Do	Don’t
Be consistent throughout the semester	Have warm-ups due before every class
Be explicit about the method	Cover new material exclusively outside of class
Explain the educational research supporting JiTT	Have videos or reading exclusively replace lectures
Adjust with the pace of the class	Be degrading toward wrong answers
Rehearse class activities prior to class	Assume students retain all information from the earlier parts of the course
Include warm-up questions requiring verbal responses, and possibly estimation and multiple-choice questions	Assume students and instructor concur on all conventions
Include a feedback form in the warm-up every week	Give up
Associate a small percentage of the grade with warm-up questions

Figure 1. Mean ARTIST Test scores and 95% confidence intervals in an introductory business statistics course from spring 2011 until spring 2015.

Table 2. Class enrollment, drop counts, and assessment score counts.

Semester	# Enrolled	# Dropped	# Taking pretest and posttest	# Taking pretest only	# Taking posttest only
Spring 2011	63	6	27	3	22
Fall 2011	34	2	24	9	0
Spring 2012	45	5	34	9	0
Fall 2012	51	7	35	2	0
Spring 2013	89	15	55	12	6
Fall 2013	78	12	49	20	1
Spring 2014	99	17	48	19	22
Spring 2015	78	22	32	23	9

Table 3. Estimates of mean pretest, posttest, and change scores.

Semester	Pretest mean	Posttest mean	Mean of the pretest–posttest difference
Spring 2011	47.9 (1.3)	56.8 (1.4)	8.9 (1.7)
Fall 2011	47.3 (1.5)	59.0 (2.7)	11.6 (2.4)
Spring 2012	45.9 (1.8)	55.7 (2.1)	9.8 (1.7)
Fall 2012	46.5 (2.0)	57.8 (2.0)	11.2 (1.8)
Spring 2013	43.1 (1.3)	54.8 (1.3)	11.7 (1.5)
Fall 2013	46.3 (1.2)	67.1 (2.0)	20.8 (2.0)
Spring 2014	43.2 (1.1)	61.7 (1.2)	18.5 (1.0)
Spring 2015	40.0 (1.7)	59.3 (2.5)	19.3 (2.6)