The Effectiveness of the Just-in-Time Teaching Strategy on Female Students Achieving a Bachelor’s Degree as Classroom Teachers, Their Motivation to Learn in the Grammar and Morphology Course, and Their Teaching Methods

Abstract

The study aimed to determine the effectiveness of the just-in-time teaching (JITT) strategy in female students’ achievement of a bachelor’s degree as a classroom teacher, their motivation to learn in the grammar and morphology course, and their teaching methods. To achieve the objectives of the study, a quasi-experimental approach was adopted, and the study sample consisted of 60 female students with a bachelor’s degree as classroom teachers who were studying the course of grammar and morphology and their teaching methods. They were distributed into two groups: the experimental group, which included 30 female students, and the control group, which included 30 female students. An achievement test was prepared and a questionnaire of motivation to learn was completed, and their validity and reliability were confirmed. The education program was prepared using the JITT strategy, and its validity was confirmed. The study results revealed that there were statistically significant differences between the average scores of the experimental group that studied by using the JITT strategy and the control group that studied by using the traditional method on the achievement test and the measure of motivation to learn in favor of the experimental group. The study recommended employing a timely teaching strategy in university teaching.