First-year students’ approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course

2015 ◽  
Vol 42 (2) ◽  
pp. 331-353 ◽  
Author(s):  
Maaret Varunki ◽  
Nina Katajavuori ◽  
Liisa Postareff
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
Deep Approach ◽  
First Year Students

Becoming a student of English: Students’ experiences of transition into the first year

2016 ◽  
Vol 17 (2) ◽  
pp. 185-203 ◽  
Author(s):  
Emily Alder
Keyword(s):  
Identity Formation ◽  
Institutional Environment ◽  
English Literature ◽  
Critical Time ◽  
Approaches To Learning ◽  
First Year ◽  
Academic Literacies ◽  
First Year Students ◽  
New Students ◽  
Uk Higher Education

This study explored the transition to university as experienced by first-year students of English studies. The first year has been identified by existing research as a critical time for new students in terms of their persistence and success on their degree programme. However, there is a need for further research in the current UK higher education climate, especially within subject disciplines. Attempts to account for successful transition have investigated students’ social integration, the institutional environment, and theories of approaches to learning. In particular, the study drew on research into academic socialisation and academic literacies to examine students’ accounts of joining first year and their development of student identities. While describing anxieties and concerns about adjusting to the new practices and discourses of English literature at university level, students’ identification with their chosen subject appeared closely implicated in their engagement with university study and their academic identity formation. The study adopted a phenomenographic methodology suited to suggesting interpretative narratives of the experiences of small groups of participants.

Deeply Affecting First-Year Students' Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

2014 ◽  
Vol 85 (3) ◽  
pp. 402-432 ◽  
Author(s):  
Thomas F. Nelson Laird ◽  
Tricia A. Seifert ◽  
Ernest T. Pascarella ◽  
Matthew J. Mayhew ◽  
Charles F. Blaich
Keyword(s):  
Cognitive Development ◽  
Approaches To Learning ◽  
Three Dimensions ◽  
First Year ◽  
First Year Students ◽  
Deep Approaches To Learning

The Influence of Two PBL Curricular Contexts on First-Year Students’ Understandings of PBL, Approaches to Learning and Outcomes

2011 ◽  
pp. 59-80 ◽  
Author(s):  
Tracey Winning ◽  
Vicki Skinner ◽  
Angela Kinnell ◽  
Grant Townsend ◽  
Gunnel Svensäter ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
First Year Students

Deeply Affecting First-Year Students’ Thinking: Deep Approaches to Learning and Three Dimensions of Cognitive Development

2014 ◽  
Vol 85 (3) ◽  
pp. 402-432 ◽  
Author(s):  
Thomas F. Nelson Laird ◽  
Tricia A. Seifert ◽  
Ernest T. Pascarella ◽  
Matthew J. Mayhew ◽  
Charles F. Blaich
Keyword(s):  
Cognitive Development ◽  
Approaches To Learning ◽  
Three Dimensions ◽  
First Year ◽  
First Year Students ◽  
Deep Approaches To Learning

scholarly journals Relation between learning approaches of chemistry students and their achievement in general chemistry

2019 ◽  
Vol 38 (2) ◽  
pp. 293 ◽  
Author(s):  
Stanislava Olić Ninković ◽  
Jasna Adamov ◽  
Ljiljana Vojinović Ješić
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Chemistry Students ◽  
Deep Approach To Learning ◽  
Novi Sad ◽  
The Relationship ◽  
Learning Chemistry

This research was conducted with the aim of investigating the relationship between students’ approaches to learning chemistry and their levels of achievement. The sample was comprised of 46 students in the first year of the Faculty of Sciences in Novi Sad (Serbia). The research involved two instruments: a knowledge test and an instrument for assessing the learning approach. The results showed that students have difficulties in understanding the factors that influence the chemical equilibrium, as well as with writing equations of the chemical reaction of salt hydrolysis. Most students use a deep approach to learning chemistry content. The deep approach significantly correlates with student achievement. On the basis of these results, it is concluded that is important to create a climate in the classroom that will encourage a deep approach to the study of chemistry.

University Students' Approaches to Learning First-Year Mathematics

2003 ◽  
Vol 93 (3) ◽  
pp. 851-854
Author(s):  
Haitham M. Alkhateeb
Keyword(s):  
University Students ◽  
Reliability And Validity ◽  
Approaches To Learning ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Learning Mathematics ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study assessed reliability and validity of the Approaches to Learning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated –.2 with the latter subscale scores.

The impact of curriculum change on health sciences first year students’ approaches to learning

2009 ◽  
Vol 38 (6) ◽  
pp. 707-722 ◽  
Author(s):  
Rebecca Walker ◽  
Rachel Spronken-Smith ◽  
Carol Bond ◽  
Fiona McDonald ◽  
John Reynolds ◽  
...  
Keyword(s):  
Curriculum Change ◽  
Approaches To Learning ◽  
Health Sciences ◽  
First Year ◽  
First Year Students ◽  
The Impact

scholarly journals An Investigation of Deep and Surface Learning Approach towards English Vocabulary Acquisition of EFL Students

2020 ◽  
Vol 1 (1) ◽  
pp. 15-26
Author(s):  
Miftah Hulreski ◽  
Eny Syatriana ◽  
Ardiana Ardiana
Keyword(s):  
Research Study ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
English Department ◽  
Deep Approach ◽  
Surface Approach ◽  
First Year Students ◽  
Efl Students ◽  
The Mean

Purpose: The aim of this research study is to examine the most dominant EFL Students’ approach in acquiring English vocabulary employed by the first-year students of English Department at Muhammadiyah University of Makassar. The study also investigates whether there is any difference in approach preference between male and female students in acquiring English vocabulary by first-year students at English Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, Indonesia Approach/Methodology/Design: A descriptive quantitative research method is employed in data analysis. Twenty four first-year undergraduate students (42% male & 58 female) were selected as a sample for the study based on purposive sampling technique. These students chose English major at Muhammadiyah University of Makassar and were enrolled in the acedmic year 2018-2019. The instruments used were a Two-Factor Study Process Questionnaire (R-SPQ-2F) and Likert Scale to assess the research participants’ approach preference. Findings: The findings of this research study reveal that the first-year students of English Department at Muhammadiyah University of Makassar dominantly adopt surface approach compared to deep approach in acquiring English vocabulary. The statistical analysis shows that the mean score for Surface is 35.12 and the mean score for Deep Approach is 34.66.  The findings also indicate a difference in approach preference between male and female. Practical Implications: The study will contribute positively to the understanding of the students’ adopted approaches for acquiring vocabulary, assisting instructors to improve their teaching strategies. Originality/value: The study provides an avenue for exploring students’ learning processes. Male students preferred Surface approach to deep approach. Male students scored high (38.10) on surface approach compared to deep approach (36.60). Meanwhile, female students got slightly higher score (33.28) on deep approach than surface approach (33.00).

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