The Relationship between Lecturers’ Teaching Styles and Students’ Motivation

Keywords: Teaching styles, Students’ Motivation, Self-Determination Theory, Intrinsic motivation, Extrinsic Motivation

Abstract

This study seeks to examine the relationship between lecturers’ teaching styles and the level of motivation displayed by students in medical departments at Cihan University-Erbil. It aimed to analyze lecturers’ various teaching styles, assess students’ motivation, and examine their relationships. The researchers modified the Grasha-Riechmann (2002) survey, which included 20 statements divided into five styles: expert, formal authority, demonstrator, facilitator, and delegator. The survey was distributed to 25 lecturers and 247 medical students from diverse medical departments. Each style was classed based on its mean score, standard deviation, minimum score, and highest score. Students’ motivation levels were tested using a t-test. In addition, ten random classroom observations were carried out. The findings demonstrated that lecturers’ teaching styles varied according to their field, student cohort size, and educational environment. The most common style was expert (teacher-centered), followed by facilitator (student-centered), demonstrator (teacher-student), formal authority (teacher-centered), and delegator (student-centered). The implementation of various teaching styles by lecturers enhanced student motivation, indicating a correlation between teaching styles and student motivation levels.

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Author Biography

Dashne A. Saeed, Department of General Education, Cihan University-Erbil, Kurdistan Region, Iraq

Dashne A. Saeed is an assistant lecturer at the Department of General Education, Cihan University-Erbil, Kurdistan Region, Iraq. her research interests are teatching methods and education.

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Published
2025-01-01
How to Cite
Saeed, D. (2025). The Relationship between Lecturers’ Teaching Styles and Students’ Motivation. Cihan University-Erbil Journal of Humanities and Social Sciences, 9(1), 33-43. https://doi.org/10.24086/cuejhss.v9n1y2025.pp33-43
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Articles