How teaching style influences learning effectiveness through learning motivation: An example of an advanced mathematics course for undergraduate students at university

Chih Huang and Qi Zheng
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Chih Huang: Business School, Shaoguan University, No.228 Daxue Road, Zhenjiang District, Shaoguan City, Guangdong, China
Qi Zheng: College of Economics and Management, Zhaoqing University, Zhaoqing Avenue, Duanzhou District, Zhaoqing City, Guangdong, China

International Journal of Research in Business and Social Science (2147-4478), 2022, vol. 11, issue 6, 468-477

Abstract: This study investigates the relationship between teaching style and learning effectiveness and further examines the mediating effect of learning motivation in the relationship between teaching style and learning effectiveness. This study adopted the undergraduate students of University A in China as the research sample and conducted a quantitative survey to test the hypothetical relationship between these variables. The results showed that (i) the teacher-centered teaching style significantly negatively affected professional knowledge. (ii) the student-centered and the eclectic-centered teaching styles significantly positively affected professional knowledge and comprehensive ability, respectively. In addition, the hierarchical regression technique was used to examine the mediating effect of learning motivation. The findings revealed that (iii) intrinsic learning motivation had a partial mediating effect on the relationship between teaching style (student-centered and eclectic-centered teaching style) and learning effectiveness (professional knowledge and comprehensive ability). (iv) extrinsic motivation partially mediates the relationship between student-centered teaching style and learning effectiveness (professional knowledge and comprehensive ability). Key Words:Teaching and Learning, Teaching Style, Learning Effectiveness, Learning Motivation

Date: 2022
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