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Research Article

Teaching Styles and Student Motivation: Effective Strategies for College Professors

325 reads
Maridel DeGuia
Psych Educ Multidisc J, 2024, 22 (9), 1006-1008, DOI: https://doi.org/10.5281/zenodo.13140134, ISSN 2822-4353
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Abstract

This study investigates the impact of various teaching styles on student motivation and academic success using surveys and interviews with college professors from different disciplines. It identifies five main teaching styles: Facilitator, Demonstrator, Delegator, Hybrid, and Formal Authority. The Facilitator style emphasizes student responsibility, the Demonstrator style uses examples and multimedia, the Delegator style promotes peer learning, Hybrid teaching combines in-person and virtual methods, and the Formal Authority style provides a structured framework The study concludes with strategies for college professors to enhance their teaching skills, emphasizing the importance of adaptability and a student-centered approach.

Keywords facilitator demonstrator delegator hybrid and formal authority
Author 1
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The team behind this paper

1 author, 1 institution.

This paper GRABSUM School Inc. Quezon Province — Philippines GRABSUM School Inc. Que… 1 author Maridel DeGuia — corresponding author MD Maridel DeGuia ✉

Readership

325 reads over 28 months.

July 2024 October 2026

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Bibliographic Information

Maridel DeGuia (2024). Teaching Styles and Student Motivation: Effective Strategies for College Professors, Psychology and Education: A Multidisciplinary Journal, 22(9): 1006-1008
Bibtex Citation
@article{maridel_deguia2024pemj,
author = {Maridel DeGuia},
title = {Teaching Styles and Student Motivation: Effective Strategies for College Professors},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {22},
number = {9},
pages = {1006-1008},
doi = {10.5281/zenodo.13140134},
url = {https://scimatic.org/show_manuscript/3316}
}
APA Citation
DeGuia, M., (2024). Teaching Styles and Student Motivation: Effective Strategies for College Professors. Psychology and Education: A Multidisciplinary Journal, 22(9), 1006-1008. https://doi.org/10.5281/zenodo.13140134

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