 The impact of different teaching methods on learning motivation - a sociological case study on Hungarian vocational educationÁgnes Győri and Ágnes Czakó International Journal of Innovation and Learning, 2020, vol. 27, issue 1, 1-18 Abstract: This research paper is based on examinations on the motivational impact of more advanced assessment methods (student-centred collaborative, active pedagogical methods) and traditional pedagogical tools (passive frontal teaching methods) on learning, based on data taken from a survey conducted among Hungarian students of vocational education. The study analyses the question: How are the level of parental education and the family circumstances of students related to the acceptance of modern, innovative and motivating pedagogical/educational tools? Do traditional frontal teaching methods for passive learning or modern and innovative teaching methods that encourage active learning to motivate students? Results show that the degree to which students' motivation is enhanced is influenced by school and family circumstances. Moreover, disadvantaged students are primarily motivated to learn through the use of new, student-centred pedagogical tools, which increase motivation through providing an experience of group work, shared thinking and debate, problem understanding, and co-creation. Keywords: learning motivation; student-centred pedagogical methods; structured pedagogical methods; vocational education. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:27:y:2020:i:1:p:1-18 Access Statistics for this article More articles in International Journal of Innovation and Learning from Inderscience Enterprises Ltd |
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