Abstract
Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students.
Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality.
Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students’ final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality.
Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students’ intrinsic motivation and vitality, and ability to meet educational outcomes.
| Original language | English |
|---|---|
| Article number | 132 |
| Journal | American Journal of Pharmaceutical Education |
| Volume | 78 |
| Issue number | 7 |
| State | Published - 2014 |
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All Science Journal Classification (ASJC) codes
- Pharmacology, Toxicology and Pharmaceutics(all)
- Education
- Medicine(all)
Cite this
A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course. / Alsharif, Naser Z.; Qi, Yongyue.
In: American Journal of Pharmaceutical Education, Vol. 78, No. 7, 132, 2014.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course
AU - Alsharif, Naser Z.
AU - Qi, Yongyue
PY - 2014
Y1 - 2014
N2 - Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students’ final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students’ intrinsic motivation and vitality, and ability to meet educational outcomes.
AB - Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students’ final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students’ intrinsic motivation and vitality, and ability to meet educational outcomes.
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M3 - Article
C2 - 25258437
AN - SCOPUS:84907247367
VL - 78
JO - American Journal of Pharmaceutical Education
JF - American Journal of Pharmaceutical Education
SN - 0002-9459
IS - 7
M1 - 132
ER -