Abstract
Making changes and innovation in teaching methods at higher education centers is a routine matter; in such a way that at the present time in many higher educational centers and universities of all over the world these changes can be seen. Meanwhile building motivation for achievement is among issues that researchers are giving more attention to. The present research was conducted with purpose of studying effect of the four teaching methods namely, group discussion, question and answer, demonstration, and lecture on creativity, achievement motivation and academic progress among university students. This research was a Quasi-experimental one. Statistical sample included 270 students of Alborz Farhangian University who were selected by using stratified random sampling method. Assessment tools included Hermense Achievement Motivation Inventory, Abedi Creativity Inventory and academic progress test which were developed by the authors. In order to analyze the data, multivariate analysis of variance (MANOVA), one-way variance analysis (ANOVA) and Turkey post hoc tests were used. Results of analyses showed that the students in discussion group had higher achievement motivation, creativity and academic progress than other groups. On this basis methods of result, question and answer and lecture methods were respectively effective on students’ achievement motivation, creativity and academic progress, But not as much as discussion group.
Highlights
Nowadays due to dynamic nature of education, many higher education centers and universities of all over the world have started to introduce and execute innovations in their educational styles, considering the wide range of changes around them
According to data results and results of ANOVA test given in Table 8, with 99 per-cent of confidence level (α=0/01) it can be claimed that according to teaching methods, perseverance of students differs
According to data results and results of ANOVA test given in Table 10, with 99 per-cent of confidence level (α=0/01) it can be claimed that according to teaching methods, prudence of students differs
Summary
Nowadays due to dynamic nature of education, many higher education centers and universities of all over the world have started to introduce and execute innovations in their educational styles, considering the wide range of changes around them. One of the obligations of educational system is raising individuals with achievement motivation especially in the field of developing knowledge, scientific abilities, and critical and creative thinking and the abilities who can solve problems and dilemmas. In this way, university professors are required to utilize teaching methods which may be very different with methods they were themselves educated with; in other words they must engage students actively and mindfully in learning process (Eslamian et al, 2003). Achievement motivation is one of the variables that can be improved by changing the teaching styles. Nourishing and strengthening achievement motivation produces energy and properly directs behavior, interests and requirements of persons toward valuable and determined purposes (Winner, 1989)
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