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The influence of teachers on student's attitudes towards school
Pínová, Ester ; Podaná, Zuzana (advisor) ; Spitzerová, Markéta (referee)
This paper examines the relationship between student autonomous motivation to study science and teaching methods. The aim of this thesis, is to investigate how students' motivation to study science is related to teaching methods, based on data from the PISA 2015 survey. To test the hypotheses was used hierarchical regression analysis. The relationship between autonomy-motivating teaching methods and students' autonomous motivation to study science was investigated in this bachelor thesis. To test the stated hypotheses, hierarchical regression models were used to examine the effect most of motivating instructional method on three dependent variables: students' popularity of science learning, students' interest in science, and students' participation rates in science activities. The results confirmed our hypotheses for almost all instructional methods. Although the effects were not very strong, autonomous- motivating instructional methods had a positive effect on all variables studied. Students who showed higher levels of use of these methods in instruction showed more enjoyment of science learning, more interest in science, and also participated more actively in science activities. Among the teaching methods, the strongest predictors were student perceived feedback, inquiry-based instruction, and...
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