This study examined the effect of web-based JiTT on the academic achievement and the learning-related attitude in the inorganic chemistry course. The experimental group was 34 students treated to JiTT in 2007 and the comparison group was 34 students treated to the general lecture by the same instructor in 2006. Both groups took the pre- and post- achievement test and the experiment group had additional attitude surveys such as learning confidence, effective learning method, and learning satisfaction on the JiTT. The results are as follows. First, there was no significant difference in the academic achievement(p>.05). Second, there was improvement on the learning confidence that can visualize the chemistry concepts and on the effectiveness of studying by oneself (p<.05). Students treated to JiTT answered that the web assignments were helpful and became read textbook more frequently before the class. Third, significant correlations among the academic achievement, the learning confidence, and the learning satisfaction were recognized(p<.05). The learning confidence was the most potent influence on the academic achievement(β=.494).