IMPACT OF TEACHER TRAINING METHODOLOGY ON STUDENTS' MOTIVATION AND THEIR ACADEMIC PERFORMANCE AT GRADUATE LEVEL

Abstract

This study explores the impact of teacher training methodology on students' motivation and academic performance at the graduate level. The primary aim of the research is to examine how various teacher training methodologies, such as traditional, interactive, and blended approaches, influence students' intrinsic motivation and their academic success. The research hypothesized that more interactive and student-centered teacher training methodologies positively impact students' motivation and lead to higher academic performance. The population for this study consists of graduate-level students enrolled in various programs at  University, with a sample size of 200 students selected through stratified random sampling. The Krejcie and Morgan (1970) table was utilized to determine the sample size, ensuring statistical representativeness. Data collection was done using a combination of structured questionnaires and academic performance records, where the questionnaire assessed students’ motivation levels using a five-point Likert scale, while academic performance was measured through GPA. The study adopted a cross-sectional survey design and quantitative methodology for data analysis. Descriptive statistics, correlation analysis, and multiple regression techniques were employed to analyze the data.