This study investigates the current status of learning motivation and the influence of individual and group teaching methods on student motivation among private college students in Jiangxi, China. Employing a quantitative correlational research design, the study surveyed 414 students using structured questionnaires, with data analyzed through descriptive statistics, t-tests, ANOVA, correlation, and regression analyses using SPSS. Findings reveal that overall learning motivation among students is moderate, with no significant gender-based differences but notable variations across academic years. Specifically, first-year and final-year students demonstrated differing motivational levels, highlighting the need for targeted support at different stages of study. The study further establishes that while both individual and group teaching methods positively correlate with learning motivation, group teaching methods—particularly those emphasizing collaboration, communication, and group dynamics—account for a larger portion of the variance in student motivation (R² = 0.384). These results underscore the potential of group-based instructional strategies to foster higher engagement and motivation levels. The study contributes to existing literature by contextualizing learning motivation within the private higher education sector in Jiangxi, providing data that can inform educational policy and teaching practices. Practical recommendations include integrating structured group activities, enhancing teacher competence in group facilitation, and promoting culturally responsive teaching to create inclusive and motivating learning environments. The study also suggests future research exploring longitudinal impacts of these teaching methods and their interplay with digital learning technologies to sustain student motivation in evolving educational contexts.
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