نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 گروه مدیریت و حسابداری، دانشگاه زنجان. زنجان. ایران
2 کارشناسی ارشد مدیریت منابع انسانی، گروه مدیریت و حسابداری دانشگاه زنجان
چکیده
یادگیری و انگیزش دانشجویان همواره از موضوعات مهم در آموزش عالی بودهاند و عوامل مؤثر بر آنها به شیوه های مختلف مورد بررسی قرار گرفته اند. تحقیق حاضر با هدف بررسی تأثیر روش تدریس بر انگیزش و یادگیری دانشجویان انجام شده است. تحقیق به صورت پیمایشی و در بین دانشجویان دانشگاه زنجان انجام شد. داده ها با استفاده از پرسشنامه به صورت حضوری و برخط جمع آوری شد. برای تحلیل داده ها از نرم افزارهای SPSS 22 و Smart PLS 3 استفاده شد. یافته ها نشان داد در کل، رابطۀ معناداری بین متغیرها وجود دارد ولی این همبستگی در دانشکده های علوم و کشاورزی معنادار نبود. همچنین روش تدریس تأثیر معناداری بر انگیزش و یادگیری دانشجویان داشت. به علاوه، انگیزش نقش میانجی را در رابطه بین روش تدریس و یادگیری دانشجویان ایفا می کرد. نتایج آزمون میانگین نشان داد که تفاوت معناداری در متغیرهای پژوهش در بین دانشجویان دختر و پسر وجود ندارد. به علاوه، مدل تحقیق در بین دانشجویان دانشکده های مهندسی با دانشکده های علوم انسانی و علوم، تنها در یک مسیر (تأثیر روش تدریس بر انگیزش) تفاوت معناداری داشت
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
INVESTIGATING THE RELATIONSHIP BETWEEN TEACHING METHODS, STUDENT’S MOTIVATION AND LEARNING
نویسندگان [English]
- Omid Mahdieh 1
- Davood Abbasi 1
- Masoumeh Salmani 2
1 Management and Accounting Dept., University of Zanjan, Zanjan. Iran
2 Master of Science, Majored in HRM, Department of Management and Accounting, University of Zanjan,
چکیده [English]
Students’ learning and motivation have always been important topics in higher education, and the factors affecting them have been investigated in different ways. The present research was conducted with the aim of investigating the effect of teaching methods on students’ motivation and learning. The research was conducted as a survey among students of University of Zanjan. Data were collected using questionnaire in person and online. SPSS 22 and Smart PLS 3 software were used to analyze the data. The findings showed that there is a significant relationship between all variables in general, but this correlation was not significant in the faculties of science, and agriculture. The teaching method had a significant effect on students’ motivation and learning. In addition, motivation played a mediating role in the relationship between teaching methods and students’ learning. The results of mean test showed that there is no significant difference in research variables between male and female students. In addition, the research model was significantly different among students of engineering faculties with faculties of humanities, and sciences only in one path (the effect of teaching method on motivation).
کلیدواژه‌ها [English]
- Teaching method
- motivation
- learning
- engineering students
Ajam, A., Jafary Sani, H., Behrooz, M., & Ahanchian, M. (2013). Studying the role of students’ academic motivation and computer skills in their attitudes toward blended learning approach. Journal of New Approaches in Educational Administration, 4(15), 63-82. [in Persian].
Akhmad, I., Dewi, R., & Supriadi, A. (2022). The Effects of learning strategies on senior high school students’ motivation and learning outcomes of overhead passing in volleyball. International Journal of Education in Mathematics, Science and Technology, 10(02), 458-476.
Ardiansyah, A., Witono, H., & Jaelani, A. K. (2023). The effect of parental support on the learning motivation of grade IV elementary school cluster 3 students of Kempo district for the 2022/2023 academic year. International Journal of Social Service and Research, 3(7), 1800-1805.
Ataei N. & Panjehpour M, (2015). Comparison of cooperating active and traditional teaching methods in medicine student satisfaction and learning of clinical biochemistry in pharmacy students. Journal of Medical Education Development, 8 (19), 81-91.
Baldwin, T.; Bommer, W. & Rubin, R. (2008). Developing management skills: What great managers know and do. Translated by S.M. Alvani; A. Ebrahimi, & A. Jamali, 7th edition, Tehran: Samt [in Persian].
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Brophy, J. E. (2013). Motivating students to learn. New York, NY: Routledge.
DuBrin, A. J. (2019). Fundamentals of organizational behavior (6th ed.). Academic Media Solutions.
Duncan, T. G., & McKeachie, W., J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117-128.
Gan, Z., Liu, F., & Nang, H. (2023). The role of self-efficacy, task value, and intrinsic and extrinsic motivations in students’ feedback engagement in English learning. Behavioral Sciences, 13(5), 428.
Johnson, J. P., & Mighten, A. (2005). A comparison of teaching strategies: lecture notes combined with structured group discussion versus lecture only. Journal of Nursing Education, 44(7), 319-322.
Kang, X., & Zhang, W. (2023). An experimental case study on forum-based online teaching to improve student’s engagement and motivation in higher education. Interactive Learning Environments, 31(2), 1029-1040.
Khozaei, S. A., Zare, N. V., Moneghi, H. K., Sadeghi, T., & Taraghdar, M. M. (2022). Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Smart Learning Environments, 9(1), 18, 1-11.
Kaki, M. and Alizadeh Monfared, S. (2021). A review of new teaching methods in education. The First National Conference of Applied Studies in Education and Training Processes, Bandar Abbas, Iran, 1-11. [In Persian]
Kamran, F., Kanwal, A., Afzal, A., & Rafiq, S. (2023). Impact of interactive teaching methods on students learning outcomes at university level. Journal of Positive School Psychology, 7(7), 89-105.Kondalkar, V. G. (2007). Organizational behavior. New Delhi: New Age International Ltd., Publishers.
Kotera, Y., et al. (2023). Motivation of UK graduate students in education: self-compassion moderates pathway from extrinsic motivation to intrinsic motivation. Current Psychology, 42, 10163-10176.
Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students’ approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30(2), 135-150.
Latham, G. (2023). Motivate employee performance through goal setting. In Pearce, C. L., & Locke, E. A. (Eds.). (2023). Principles of Organizational Behavior: The Handbook of Evidence-Based Management. John Wiley & Sons.
Lin, H. H., Yen, W. C., & Wang, Y. S. (2018). Investigating the effect of learning method and motivation on learning performance in a business simulation system context: An experimental study. Computers & Education, 127, 30-40.
Lin, M. H., Chen, H. G. & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.
Lo, K. W., Ngai, G., Chan, S. C., & Kwan, K. P. (2022). How students’ motivation and learning experience affect their service-learning outcomes: A structural equation modeling analysis. Frontiers in Psychology, 13, 825902.
Mahdieh, O. (2018). Investigation and explanation of the effect of motivation on student learning (with the emphasis on the features of university textbooks), Iranian Journal of Engineering Education, 20 (79), 98-118. [in Persian].
Mahdieh, O. (2021). The effect of professor’s adherence to professional ethics on student’s self-efficacy and motivation (the comparison between engineering and non-engineering students). Iranian Journal of Engineering Education, 23(90), 69-49.
Mahmoudi Sahebi, M.; Nasri, S. & Gholinia, H. (2013). Identifying criteria for evaluating teaching performance of faculty members with emphasizing on engineering teaching. Journal of Educational Technology, 7(3), 203-212. [in Persian].
Michailidis, N., Kapravelos, E., & Tsiatsos, T. (2022). Examining the effect of interaction analysis on supporting students’ motivation and learning strategies in online blog-based secondary education programming courses. Interactive Learning Environments, 30(4), 665-676.
Moradi Doliskani, M., Yonespour, Z., & Poya, M. (2021). The effect of flipped classroom teaching on self-regulatory learning strategies and learning motivation components in research method course among the staff of AJA research center. New Educational Approaches, 16(2), 99-116. [in Persian].
Muthik, A., Muchyidin, A., & Persada, A. R. (2022). The effectiveness of students’ learning motivation on learning outcomes using the reciprocal teaching learning model. Journal of General Education and Humanities, 1(1), 21-30.
Munyaradzi Ganyaupfu, E. (2013). Teaching methods and students’ academic performance. International Journal of Humanities and Social Science Invention, 2(9), 29-35.
Nowruzi, H.; Paraz, M.R. & Shafiei, S. (2019). Investigating the effect of associative learning on students’ motivation. Studies and research in behavioral sciences, 2(5), 76-86. [in Persian].
Pavlov, G., Maydeu-Olivares, A., & Shi, D. (2021). Using the standardized root mean squared residual (SRMR) to assess exact fit in structural equation models. Educational and Psychological Measurement, 81(1), 110-130.
Próspero, M., Russell, A. C., & Vohra-Gupta, S. (2012). Effects of motivation on educational attainment: Ethnic and developmental differences among first-generation students. Journal of Hispanic Higher Education, 11(1), 100-119.
Rahmani, R., & Fathi Vajargah, K. (2008). Quality assessment in higher education. Education Strategies in Medical Sciences, No. 1, 28-39. [In Persian]
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: basic psychological needs in motivation, development, and wellness. Guilford Publications.
Saif, A. (2001). Educational psychology: psychology of learning and Instruction. Tehran: Samt. [in Persian].
Salehi, Sh. (2001). Effective teaching. Journal of Shahrekord University of Medical Sciences, 3 (2), 12-21. [in Persian].
Shabani, H. (2014). Instructional skills: methods and techniques of teaching. Vol. 1, Tehran: Samt. [in Persian].
Sockett, H. (1988). Education and will: aspects of personal capability. American Journal of Education, 96(2), 195-214.
Sugita McEown, M., & Takeuchi, O. (2014). Motivational strategies in EFL classrooms: how do teachers impact students’ motivation? Innovation in Language Learning and Teaching, 8(1), 20-38.
Zamani, E., Rayat, Z., & Saeidian, N. (2018). The relationship between learning styles and preferred teaching methods of high school students in the town of Meybod in educational year 90-91. Research in Curriculum Planning, 15(56), 174-185. [in Persian].Zheng, Y., Janiszewski, C., & Schreier, M. (2023). Exploring the origins of intrinsic motivation. Motivation and Emotion, 47(1), 28-45.
Zhu, Y., Xu, S., Wang, W., Zhang, L., Liu, D., Liu, Z., & Xu, Y. (2022). The impact of online and offline learning motivation on learning performance: the mediating role of positive academic emotion. Education and Information Technologies, 27(7), 8921-8938.
)