The relationship between class teaching styles with motivation and academic achievement ofstudents at the Golestan University of Medical Sciences in 2014

Document Type : Original article

Authors

1 Msc in Educational managment, Taleghani Medical Education Center Gorgan, Gorgan, Iran

2 PhD in Human Resources, Faculty Member, Islamic Azad University of Gorgan, Gorgan, Iran

3 MSc in Nursing Education, School of Paramedical Sciences, Laboratory Sciences Research Center, Golestan University of Medical Sciences, Gorgan, Iran

Abstract

Introduction: Changes and developments in educational technology have led educators to reflect on traditional education methods and emphasize the importance of paying attention to students' learning styles and holding educational programs for them. Considering the importance of teaching styles in students' learning and satisfaction, we aimed to assess the relationship of teaching styles with motivation and academic achievement in faculty members of Golestan University of Medical Sciences, Gorgan, Iran.
Materials and Methods: This descriptive cross-sectional study was performed in 313 students of Golestan University of Medical Sciences in the academic year 2014-2015. The data collection tools included Educational Achievement Questionnaire and Harter Motivation Questionnaire, the validity and reliability of which were established. Data analysis was conducted using descriptive and inferential statistics such as Friedman and Spearman’s rho.
Results: Our findings showed a significant positive association between teaching styles and academic achievement (0.001) and between teaching styles and motivation (0.007).
Conclusion: Motivation is a major factor in academic achievement. In fact, academic motivation directly affects academic performance. By offering a variety of teaching styles academic achievement and motivation can be enhanced among students

Keywords

References

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Navid No
Volume 20, Issue 64
March 2018
Pages 51-60

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