The Impact of Teaching Styles on Student Learning Motivation: Empirical Evidence from PLS-SEM Analysis

Abstract

Teaching style is considered an important factor influencing students’ learning motivation in higher education. This study aims to examine the impact of teaching styles on students’ learning motivation in a higher education context. The study employed a quantitative approach and analyzed survey data collected from university students using the Partial Least
Squares Structural Equation Modeling (PLS-SEM) method. The results indicate that teaching styles have different levels of influence on students’ learning motivation. The findings highlight the importance of interactive and participatory teaching approaches in fostering students’ learning motivation.