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An Exploratory Study on the Influence of Student- centered Teaching Methods on Student Motivation Towards Education

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dc.contributor.author Julies, Auldrin
dc.date.accessioned 2021-08-06T09:47:14Z
dc.date.available 2021-08-06T09:47:14Z
dc.date.issued 2020
dc.identifier.uri http://iiespace.iie.ac.za/handle/11622/578
dc.description.abstract Change is a constant within the educational process with the ever-evolving design of subject matter, change in the dynamics within classrooms, and changes within teaching strategies implemented by educators (Hansen & Laverty, 2010). This is all done in an attempt to reform educational practices to create learning environments that will stimulate student engagement towards subject matter and further encourage them to become capable graduates, that are able to adapt to the workforce and contribute towards the advancement of the industry (Cudney and Ezzel, 2017). The study aimed to establish the value student-centered approaches had on the students’ motivation towards learning and find the most effective approach for educators to create learning environments that will allow for significant learning experience to take place. According to Fink (2013), higher education needs to become more meaningful to the student through educational reform and challenging conventional practices. The dire need for the South African higher education system to produce competent graduates has become crucial towards the advancement and survival of the country’s economy (Mdepa and Tshiwula, 2012). With the increasing popularity of student-centered teaching within classrooms, the focus has shifted from teacher to student (McKenna, 2013). This has challenged higher education institutions to create learning environments that will develop key skills and knowledge within the student, which can be applied to the real-world environment. This has seen a rise in student-centered teaching methods such as constructivism, that encourages student interaction and sharing of feelings, beliefs, and experience to construct new knowledge. One of the many benefits of student-centered teaching is that it encourages interaction. According to Trolian (2019) many students participate in non-academic activities on campuses to build self-confidence, as research showed a direct link between social interaction and how it leads to better academic results. South African higher education faces many challenges that are unique to its socio-economic context. Mckenna (2013) argued that for student-centered teaching to uccessfully be integrated into South African classrooms, there needs to be a clear understanding of the type of student and their needs. The study allowed for the exploration on how educators can utilize student-centered teaching approaches to more effectively motivate the learners to interact with peers and engage with subject matter. The research involved a logical process that firstly involved conducting a review of literature, that allowed for a holistic review of student-centered teaching approaches and its effectiveness within higher education classrooms. The literature provided some critical comparisons between traditional teacher-centered methods and student-centered teaching. It was followed by a critical research investigation, through exposing students at eta College to both teacher and student-centered teaching methods. Students were able to engage through both mediums of delivery to measure if the teaching method had a distinct contribution towards student motivation. The literature focused on both student and teacher-centered practices to identify its effectiveness within higher education. en_US
dc.language.iso en en_US
dc.publisher The IIE en_US
dc.subject Educational reform en_US
dc.subject Graduate attributes en_US
dc.subject Student-centered teaching en_US
dc.subject Student motivation en_US
dc.title An Exploratory Study on the Influence of Student- centered Teaching Methods on Student Motivation Towards Education en_US
dc.type Thesis en_US

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