Abstract
This paper examines the relationship between interactive teaching methods and academic motivation among students in a secondary vocational school in China. A survey was conducted with 310 students to assess their perspectives on the extent of interactive teaching and their own academic motivation. Results showed that students experienced interactive techniques to a high degree and demonstrated strong intrinsic and internalized extrinsic motivation. A significant positive correlation was found between interactive teaching and academic motivation. Students assessed both first-year level and the Electronics department as having higher interactivity and motivation than other groups. The findings highlight the motivational advantages of student-centered interactive instructional approaches within vocational education. Further expansion of interactive methods is recommended along with additional research.
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