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ERIC Number: EJ1141065
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1557-5284
Evaluating the Impact of Teaching Methods on Student Motivation
Cudney, Elizabeth A.; Ezzell, Julie M.
Journal of STEM Education: Innovations and Research, v18 n1 p32-49 Jan-Mar 2017
Educational institutions are consistently looking for ways to prepare students for the competitive workforce. Various methods have been utilized to interpret human differences, such as learning preferences and motivation, in order to make the curriculum more valuable. The objective of this research was to determine the impact of new teaching methods on students' comprehension and knowledge retention within an undergraduate course. New technology and techniques tailored to the student's individual learning preferences were introduced into the course. The teaching methods utilized in the research included: 1) traditional face-to-face lectures, 2) TEDEd videos, 3) Quizlet, 4) Scoop.It, 5) group project, and 6) homework assignments. The study surveyed students at the beginning and end of a semester to determine the impact on the student's experience. The survey assessed if implementing tools that catered to the student's specific learning preference would have an impact on his/her motivation. An analysis was performed using the Chi-Square test to examine how the student's educational experience improved through the application of the new course tools. The results showed the tools had a positive impact on the student's learning experience. The analysis also suggests that students experienced a change in motivation throughout the semester. This shows that more investigation is required in order to identify causes for the motivational shifts.
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri
Grant or Contract Numbers: N/A