ISSN: 2222-6990
Open access
The distinctive dynamics of teaching styles and their effect on the learning motivation of private college students in Jiangxi, China, are explored in this study. The goal of this research is to find out what effect different teaching strategies, both individual and group, have on the motivation of students in private schools. This study aims, among other things, to examine the ways in which private college students' learning motivation is influenced by their self-efficacy, perceived worth, extrinsic reward, and intrinsic motivation. The study's methodology was quantitative. A structured questionnaire was used to collect the data from both the students and the teachers. The factors that significantly boost or lower students' motivation to engage in the learning process can be better understood by analyzing this data. How different techniques to teaching impact students' motivation to learn is the main focus of the study. In order to determine which aspects of each teaching technique increase student motivation, the researcher looks at different variables, such as instructor skill, learning environment, evaluation and feedback, and individualized support. The main objective of the study is to use statistical analyses to determine the main motivators within the context of personalized training. Instructors and students from private institutions in Jiangxi make up the population that the researcher applies a random sampling approach on. In all, 414 people were considered for the sample. To ensure the online questionnaire is valid and reliable, 57 people from the study population will participate in a pilot study before the data gathering process begins. The results have the potential to impact teaching practices in private institutions in Jiangxi and beyond, leading to a more engaging and rewarding educational experience for students.
Abd Algani, Y. M., and Eshan, J. (2022). Modern Educational Methods and Strategies in Teaching Mathematics: Changing Thoughts. Cambridge Scholars Publishing.
Affouneh, S., Salha, S., and Khlaif, Z. N. (2020). 'Designing quality e-learning environments for emergency remote teaching in coronavirus crisis.' Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135-137.
Agbenyega, J. S., and Tamakloe, D. (2021). 'Using collaborative instructional approaches to prepare competent inclusive education student teachers.' In Instructional Collaboration in International Inclusive Education Contexts (pp. 23-39). Emerald Publishing Limited.
Ahmadi, D. M. R. (2018). 'The use of technology in English language learning: A literature review.' International Journal of Research in English Education, 3(2), 115-125.
Alamri, H., Lowell, V., Watson, W., and Watson, S. L. (2020). 'Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation.' Journal of Research on Technology in Education, 52(3), 322-352.
Albiladi, W. S., and Alshareef, K. K. (2019). 'Blended learning in English teaching and learning: A review of the current literature.' Journal of Language Teaching and Research, 10(2), 232-238.
Aleixo, A. M., Leal, S., & Azeiteiro, U. M. (2018). Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal. Journal of cleaner production, 172, 1664-1673.
Altbach, P. G., Reisberg, L., and Rumbley, L. E. (2019). 'Trends in global higher education: Tracking an academic revolution' (Vol. 22). Brill.
Arghode, V., Brieger, E., and Wang, J. (2018). 'Engaging instructional design and instructor role in online learning environment.' European Journal of Training and Development, 42(7/8), 366-380.
Asarta, C. J., Chambers, R. G., and Harter, C. (2021). 'Teaching methods in undergraduate introductory economics courses: Results from a sixth national quinquennial survey.' The American Economist, 66(1), 18-28.
Ashraf, R., Godbey, J. M., Shrikhande, M. M., and Widman, T. A. (2018). 'Student motivation and perseverance: Do they explain college graduation?' Journal of the Scholarship of Teaching and Learning, 18(3).
Avry, S., Chanel, G., Bétrancourt, M. and Molinari, G., 2020. Achievement appraisals, emotions and socio-cognitive processes: How they interplay in collaborative problem-solving?. Computers in Human Behavior, 107, p.106267.
Ayoko, V. O., Peter, T., & Jegede, D. O. (2023). Inadequacy of Infrastructural Facilities in Public Universities in Nigeria: Causes, Effects and Solutions. International Journal on Integrated Education, 6(3), 36.
Baber, H. (2020). 'Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19.' Journal of Education and e-learning Research, 7(3), 285-292.
Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing open educational practices from a social justice perspective. Journal of Interactive Media in Education, 2020(1).
Bal-Ta?tan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., and Pavlushin, A. A. (2018). 'The impacts of teacher’s efficacy and motivation on student’s academic achievement in science education among secondary and high school students.' EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366.
Bambara, L. M., and Kern, L. (Eds.). (2021). 'Individualized supports for students with problem behaviors: Designing positive behavior plans.' Guilford Publications.
Barkley, E. F., and Major, C. H. (2020). 'Student engagement techniques: A handbook for college faculty.' John Wiley and Sons.
Lihua, S., & Wahid, P. R. A. (2025). The Influence of Teaching Individual Methods and Teaching Group Methods on Learning Motivation among Private College Students in Jiangxi, China. International Journal of Academic Research in Business and Social Sciences, 15(4), 1559–1568.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode