Investigating the Impact of Teaching Styles on Student Motivation in Middle Schools
Keywords:
Teaching Styles, Student Motivation, Middle Schools, Education, Learning EnvironmentAbstract
This research investigates the influential connection between teachers' teaching styles and stu-dent learning motivation in middle schools. Recognizing that middle school marks a pivotal stage in students' educational journey, this study employs a mixed methods approach to provide a comprehensive understanding of these relationships. Quantitative analysis reveals significant correlations between specific teaching styles and various dimensions of student motivation. Notably, student-centered teaching approaches exhibit a strong positive correlation with intrinsic motivation, emphasizing the importance of autonomy and engagement in fostering students' inner drive to learn. Conversely, traditional teaching methods show a negative correlation with intrinsic motivation, indicating the need for a reevaluation of these approaches. Qualitative in-sights from student narratives complement the quantitative findings, offering a deeper under-standing of the underlying mechanisms and contextual factors at play. Students consistently express that student-centered teaching methods make learning more engaging, while traditional methods are associated with feelings of monotony and decreased interest. These findings carry practical implications for educational practices and policies. Educators are encouraged to incor-porate more student-centered approaches into their teaching practices to enhance motivation and engagement. Teacher training programs can prioritize the development of skills necessary for effective implementation of these methods. In conclusion, this research contributes to the field of education by emphasizing the importance of pedagogical diversity and aligning teaching styles with students' motivational needs.
References
Abu-Tineh, A. M., Khasawneh, S. A., & Khalaileh, H. A. (2011). Teacher self-efficacy and classroom management styles in Jordanian schools. Management in Education, 25(4), 175–181.
Adelman, C. (2004). Principal Indicators of Student Academic Histories in Postsecondary Education, 1972-2000. US Department of Education.
Barkoukis, V., Tsorbatzoudis, H., Grouios, G., & Sideridis, G. (2008). The assessment of intrinsic and extrinsic motivation and amotivation: Validity and reliability of the Greek version of the Academic Motivation Scale. Assessment in Education: Principles, Policy & Practice, 15(1), 39–55.
Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. na.
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362.
Dybowski, C., Sehner, S., & Harendza, S. (2017). Influence of motivation, self-efficacy and situational factors on the teaching quality of clinical educators. BMC Medical Education, 17, 1–8.
Galton, M., Gray, J., & Rudduck, J. (2003). Transfer and transitions in the middle years of schooling (7-14): Continuities and discontinuities in learning. London: DfES.
Graham, A. P., Powell, M. A., Anderson, D., Fitzgerald, R., & Taylor, N. (2013). Ethical research involving children. UNICEF Office of Research Innocenti.
Guzak, K. L. (2012). Engineering design motivations: a qualitative and quantitative analysis of university students. Michigan Technological University.
Jackson, A. W., & Andrews, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. Teachers College Press.
Kang, J., & Keinonen, T. (2018). The effect of student-centered approaches on students’ interest and achievement in science: Relevant topic-based, open and guided inquiry-based, and discussion-based approaches. Research in Science Education, 48, 865–885.
Levy, M. (2015). The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience. CALICO Journal, 32(3), 554–568.
Main, K. (2020). Teaching middle years: Rethinking curriculum, pedagogy and assessment. Routledge.
Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3–27.
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72.
Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods. Routledge.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667.
Rapley, T. J. (2001). The art (fulness) of open-ended interviewing: some considerations on analysing interviews. Qualitative Research, 1(3), 303–323.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Schmidt, J. T. (2007). Preparing students for success in blended learning environments: Future oriented motivation and self-regulation. lmu.
Sullo, B. (2009). The motivated student: Unlocking the enthusiasm for learning. ASCD.
Suri, H., & Clarke, D. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395–430.
Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de) motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44, 270–294.
Wigfield, A., & Eccles, J. S. (2002). Students’ motivation during the middle school years. In Improving academic achievement (pp. 159–184). Elsevier.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Ocha Alya Azany

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.