This study aimed to examine the effects of teachers' instructional styles on students' interest in learning school subjects and academic achievement. Focusing on two subjects, English and mathematics, we explored whether teacher-centered instruction and student-centered instruction had distinctive effects depending on students' gender and levels of prior interest. Data from 1887 high school students from 27 schools in Gyeonggi Province, South Korea, were analyzed. The results revealed that student-centered instruction positively affected the students' interest in learning English. The interaction effects between instructional styles and prior interest in learning English varied across gender. Also, student-centered instruction positively affected math interest only among female students. Teacher-centered instruction had a positive effect on female students' English achievement, while student-centered instruction had no effect on students' academic achievement. We concluded that it is crucial to consider the gender and prior level of interest of students when individualizing instruction to improve academic interest and achievement.

本研究旨在考察教师的教学风格对学生学习学校科目的兴趣和学业成绩的影响。我们以英语和数学两个学科为重点，探讨了以教师为中心的教学和以学生为中心的教学是否会根据学生的性别和先前的兴趣水平产生不同的效果。分析了来自韩国京畿道 27 所学校的 1887 名高中生的数据。结果表明，以学生为中心的教学对学生学习英语的兴趣产生了积极的影响。教学风格和先前对学习英语的兴趣之间的交互作用因性别而异。此外，以学生为中心的教学仅对女学生的数学兴趣产生积极影响。以教师为中心的教学对女学生的英语成绩有正向影响，而以学生为中心的教学对学生的学业成绩没有影响。我们得出的结论是，在个性化教学以提高学术兴趣和成就时，考虑学生的性别和先前的兴趣水平至关重要。