The Relationship between Lecturers’ Teaching Styles and Students’ Motivation
This study seeks to examine the relationship between lecturers’ teaching styles and the level of motivation displayed by students in medical departments at Cihan University-Erbil. It aimed to analyze lecturers’ various teaching styles, assess students’ motivation, and examine their relationships. T...
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| Format: | Article |
| Language: | Arabic |
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Cihan University-Erbil
2025-01-01
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| Series: | Cihan University-Erbil Journal of Humanities and Social Sciences |
| Subjects: | |
| Online Access: | https://journals.cihanuniversity.edu.iq/index.php/cuejhss/article/view/1158 |
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| Summary: | This study seeks to examine the relationship between lecturers’ teaching styles and the level of motivation displayed by students in medical departments at Cihan University-Erbil. It aimed to analyze lecturers’ various teaching styles, assess students’ motivation, and examine their relationships. The researchers modified the Grasha-Riechmann (2002) survey, which included 20 statements divided into five styles: expert, formal authority, demonstrator, facilitator, and delegator. The survey was distributed to 25 lecturers and 247 medical students from diverse medical departments. Each style was classed based on its mean score, standard deviation, minimum score, and highest score. Students’ motivation levels were tested using a t-test. In addition, ten random classroom observations were carried out. The findings demonstrated that lecturers’ teaching styles varied according to their field, student cohort size, and educational environment. The most common style was expert (teacher-centered), followed by facilitator (student-centered), demonstrator (teacher-student), formal authority (teacher-centered), and delegator (student-centered). The implementation of various teaching styles by lecturers enhanced student motivation, indicating a correlation between teaching styles and student motivation levels.
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| ISSN: | 2707-6342 |