The impact of different teaching methods on learning motivation-a sociological case study on Hungarian vocational education

This research paper is based on examinations on the motivational impact of more advanced assessment methods (student-centred collaborative, active pedagogical methods) and traditional pedagogical tools (passive frontal teaching methods) on learning, based on data taken from a survey conducted among Hungarian students of vocational education. The study analyses the question: How are the level of parental education and the family circumstances of students related to the acceptance of modern, innovative and motivating pedagogical/educational tools? Do traditional frontal teaching methods for passive learning or modern and innovative teaching methods that encourage active learning to motivate students? Results show that the degree to which students' motivation is enhanced is influenced by school and family circumstances. Moreover, disadvantaged students are primarily motivated to learn through the use of new, student-centred pedagogical tools, which increase motivation through providing an experience of group work, shared thinking and debate, problem understanding, and co-creation.