A Study on the Relationship between Learning Motivation and Teaching Style of Providence University Students’ Perception

• Main Authors: CHIEN, CHIA-HUI, 簡嘉慧
• Other Authors: CHANG, HSUEH-SHAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/2yz92r

碩士 === 靜宜大學 === 教育研究所 === 105 === Abstract The purpose of this study is to understand the current situation of students Learning Motivation and their perceived teachers' Teaching Style in Providence University, and to explore the differences and correlations between college students 'learning motivation and their perceived teachers' teaching styles under different personal background changes. In this study, 1311 college students in Providence University were surveyed by "learning motivation scale" and "teacher style scale". Survey data by statistical analysis and test hypothesis results, sort out the following conclusions: 1.College students learning motivation belongs to the high level. 2.Different gender, grade college students in learning motivation no significant difference. 3.Different college students do not have significant differences in learning motivation. 4.College students perceived teaching style is the type of trade-based. 5.There is no significant difference in the teaching style of the students with different gender. 6.Different grades, college students in the perception of teachers teaching style there are significant differences. 7.The learning motivation of college students is positively correlated with the teaching style of the teachers. Finally, based on the study found that the relevant recommendations to the educational units and future researchers.