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International Journal of Innovation and Scientific Research
ISSN: 2351-8014
 
 
Tuesday 11 August 2020

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The Impact of Culture on Teaching: A Study of the Impact of Teachers’ Cultural Beliefs and Practices on Students’ Motivation


Volume 49, Issue 2, July 2020, Pages 279–287

 The Impact of Culture on Teaching: A Study of the Impact of Teachers’ Cultural Beliefs and Practices on Students’ Motivation

Khamouja Abdessallam, Aziz El Ghouati, and Jellali Nakkam

Original language: English

Received 21 May 2020

Copyright © 2020 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract


In the context of education, culture is considered the heart of our beliefs and practices; it has an effect on how we think, behave, perceive and communicate, all of which affect how we teach and learn. That is, cultural differences produce different beliefs and practices in the field of teaching, which affects students’ motivation either positively or negatively. This study examined the impact of culture on teaching in the Moroccan context, how it shapes teachers’ practices in the classroom, and the extent to which this affects students’ motivation. 26 high school students and 10 high school teachers participated in this survey. Data was collected using a questionnaire research method for both students and teachers. The results revealed that students put the blame on their teachers and teaching methods for the lack of motivation, whereas teachers still use the traditional teaching methods in the classrooms.

Author Keywords: Culture, Teaching, Learning, Collectivist Culture, Individualistic Culture, Motivation.


How to Cite this Article


Khamouja Abdessallam, Aziz El Ghouati, and Jellali Nakkam, “The Impact of Culture on Teaching: A Study of the Impact of Teachers’ Cultural Beliefs and Practices on Students’ Motivation,” International Journal of Innovation and Scientific Research, vol. 49, no. 2, pp. 279–287, July 2020.