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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

A Tale of Two Classes: Just in Time Teaching (JiTT) in Sociology and Physics

#Twitter: 
#blended09431
Presenter(s)
Ting Jiang (Metro State University of Denver, USA)
Jeff Loats (Metro State University of Denver, USA)
Additional Authors
Ting Jiang (Metro State University of Denver, USA)
Session Information
July 9, 2014 - 11:20am
Track: 
Blended Models and Course Design
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Expert
Session Type: 
Information Session
Location: 
Governor's Square 11
Session Duration: 
50 Minutes
Session: 
Information Session 6
Abstract

This paper compares and contrasts the teaching effectiveness of JiTT in a Physics and a Sociology classroom. Findings are supported by statistical evidence.

Extended Abstract

Background
In Spring, 2013, Metro State University of Denver commenced a "Blended Learning Initiative," which invited faculty members to choose one of three teaching techniques, namely, active engagement with classroom response systems ("clickers"), Just in Time Teaching (JiTT), and flipped teaching, to implement in their face-to-face instructions. This research paper is as an effort to demystifying the general belief that JiTT is more effective in a hard science classroom than a social science classroom.

Blended course design: Just in Time Teaching
Both authors of this paper chose JiTT to implement in their classes: Introduction to Sociology (Dr. Jiang) and Introduction to Physics (Dr. Loats).

Data
Both authors used data on students' academic performance, specifically homework scores, exam scores, and final paper scores during Fall 2013 semester. Students' identities remain anonymous.

Research design
1. Scatter plots are created to depict the trajectory of students' progresses throughout the semester.
2. The authors used independent sample T-test to compare and contrast the central tendency of final grades (in percentage) in these two classes.
3. In addition, dependent sample T-tests are conducted within both classes to determine if JiTT is a main contributor to students' performances in either class.
4. Dr. Jiang also performed an independent sample T-test between her JiTT class and her control group, a different section of the Introduction to Sociology that did not employ JiTT methods in teaching. Dr. Loats did not have a control group and this statistical procedure is not performed in his class.

Findings
1. The scatter plots suggest that regardless of hard science or social science, students benefit from JiTT, which is shown in their overall academic performance trajectories;
2. However, the effect of JiTT is stronger in a Physics classroom;
3. Results from dependent sample T-tests within each class indicate students continued to make progress throughout the semester;
4. In the control group testing, Dr. Jiang found that students in JiTT classroom performed better than her control group that did not employ JiTT methods in teaching during the Fall 2013 semester.