Exploring the Influence of a Humanistic Approach in Higher Education on Motivation and Performance of Learner’s Case of Master One Didactics and Applied Languages and Literature and Civilization Students

Abstract

While humanistic psychology has influenced various domains and contributed to our understanding of human behavior, its specific impact on learners’ motivation and academic performance in educational settings requires further investigation. Understanding how the humanistic approach enhances motivation and promotes academic success is crucial for educators, researchers, and policymakers seeking practical approaches to optimize learning environments. Therefore, exploring the potential benefits and limitations of the humanistic approach in a learning and teaching context is essential. This study investigates the impact of the humanistic approach on student learning and behavior in the Algerian higher education context. The research aims to explore how a humanistic approach, emphasizing individual growth and personal development, contributes to enhanced student engagement, intrinsic motivation, and a sense of purpose in learning. The study employs a mixed-methods approach, utilizing two questionnaires administered to 38 professors from various Algerian universities and 50 students from (Belhadj_Bouchaib) University in Ain Temouchent. The first questionnaire examines the effectiveness of the humanistic approach in the teaching/learning process, while the second investigates students' preferred learning approaches. A case study is conducted, focusing on Master 1 students in Didactics and Applied Languages/Literature at the Department of Letters and English Language. The research proposes two hypotheses: The humanistic approach positively impacts learners' motivation and academic performance by prioritizing individuality, personal growth, and self-actualization. And hypothesis two is The humanistic approach is highly effective in a learning and teaching environment due to its focus on individuality, personal growth, and fostering positive relationships between teachers and students. A mono method approach is adopted, utilizing two questionnaires administered to both English language teachers and Master 1 students. The findings of this study have the potential to inform the development of curriculum design and classroom practices that promote a more student-centered and holistic approach to education in Algeria.