scholarly journals What constitutes the surface approach to learning in the light of new empirical evidence?

2018 ◽  
Vol 44 (12) ◽  
pp. 2183-2195 ◽  
Author(s):  
Sari Lindblom-Ylänne ◽  
Anna Parpala ◽  
Liisa Postareff
Keyword(s):  
Empirical Evidence ◽  
Surface Approach ◽  
Approach To Learning ◽  
Surface Approach To Learning

scholarly journals Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to learning

2019 ◽  
Vol 9 (3) ◽  
pp. 170 ◽  
Author(s):  
Yusuf F. Zakariya ◽  
Simon Goodchild ◽  
Kirsten Bjørkestøl ◽  
Hans K. Nilsen
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Economics Students ◽  
Exploratory Factor Analyses ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman’ rank coefficient, a significant positive correlation ρ ( 95 ) =   0.27 ,   p <   0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ρ ( 95 ) =   − 0.26 ,   p <   0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems.

scholarly journals A degree of studying? Approaches to learning and academic performance among student ‘consumers’

2019 ◽  
pp. 146978741986020 ◽  
Author(s):  
Louise Bunce ◽  
Melanie Bennett
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Consumer Identity ◽  
Strategic Approach ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

The marketization of higher education and focus on graduate employability and earnings data has raised questions about how students perceive their roles and responsibilities while studying for their degree. Of particular concern is the extent to which students identify themselves as consumers of their higher education, for example, whether they view their degree as a purchasable commodity to improve future earnings. This is because research has found that a stronger consumer identity is related to lower academic performance. This study examined whether this relation could be explained by the impact of a consumer identity on the extent to which students adopt deep, surface or strategic approaches to learning. The hypotheses were that the relation between consumer identity and academic performance would be mediated by approaches to learning, whereby a consumer identity would be related to adopting a more surface approach, a less deep approach and less strategic approach. Undergraduates completed an online questionnaire that assessed the extent to which they identified as a consumer, their approaches to learning and academic performance. The analysis partly supported the hypotheses: a stronger consumer identity was related to a more surface approach to learning. However, a surface approach to learning did not mediate the relation between consumer identity and academic performance. Conversely, a deep approach to learning mediated the relation between consumer identity and academic performance, whereby a stronger consumer identity was related to lower academic performance through its negative impact on a deep approach to learning. There was no relation between consumer identity and strategic approach to learning. Implications of students identifying themselves as consumers of their higher education are discussed.

scholarly journals The Relationship Between Academic Trait Boredom, Learning Approach and University Achievement

2019 ◽  
Vol 36 (2) ◽  
pp. 41-50 ◽  
Author(s):  
Brian Hemmings ◽  
Russell Kay ◽  
John G. Sharp
Keyword(s):  
Academic Achievement ◽  
Learning Approach ◽  
Student Records ◽  
Surface Approach ◽  
Approach To Learning ◽  
Trait Boredom ◽  
Using Data ◽  
Surface Approach To Learning ◽  
The Relationship ◽  
Initial Statistical Analysis

This study explored factors that influence academic achievement and hence, future career prospects. The relationships between the factors, academic trait boredom, approach to learning and academic achievement were examined using data collected from university students at a small English university and from their student records. The initial statistical analysis revealed significant effects of gender on learning approach and two of the three academic trait boredom subscales. Female students proved to be less prone to academic trait boredom than their male counterparts. A model was then developed that showed how a student’s choice of learning approach was influenced by academic trait boredom and impinged on academic achievement. This modelling also confirmed that students who are more prone to academic trait boredom are also more likely to adopt a surface approach to learning rather than a deep or strategic one. The results of this investigation have implications for students, lecturers, course designers and learning support staff both here in this one location as well as elsewhere across the higher education sector.

Reflection as a Process From Theory to Practice

2018 ◽  
pp. 1529-1539
Author(s):  
Sonia Bharwani ◽  
Durgamohan Musunuri
Keyword(s):  
Cognitive Abilities ◽  
Management Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Surface Approach ◽  
Approach To Learning ◽  
Theory To Practice ◽  
Surface Approach To Learning ◽  
Learning Focused

Over the years, the education system in India has been following a surface approach to learning which is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamour for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models which enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This research paper aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

Reflection as a Process From Theory to Practice

2019 ◽  
pp. 129-141
Author(s):  
Sonia Bharwani ◽  
Durgamohan Musunuri
Keyword(s):  
Cognitive Abilities ◽  
Management Education ◽  
Theory And Practice ◽  
Self Awareness ◽  
Surface Approach ◽  
Approach To Learning ◽  
Theory To Practice ◽  
Surface Approach To Learning ◽  
Learning Focused

Over the years, the education system in India has been following a surface approach to learning that is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamor for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models that enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This chapter aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

scholarly journals Novel Way in Teaching Introductory Soil Science

2015 ◽  
Vol 115 (2) ◽  
pp. 48
Author(s):  
Adil Minoo Wadia ◽  
William Clark
Keyword(s):  
Behavioral Change ◽  
Teaching Method ◽  
Agricultural Practices ◽  
Resource Planning ◽  
Well Being ◽  
Surface Approach ◽  
Approach To Learning ◽  
Surface Approach To Learning ◽  
Economic Well Being

The importance of soils is often underemphasized in introductory undergraduate geology courses, despite their relevance to students and the communities in which they live.  The high agricultural productivity of United States and the economic well-being of many of its communities are dependent on the physical properties of soils, as well as agricultural practices, human and natural history, and climate.  Although this could be realized through lectures and memorization, in order to achieve the metacognitive changes necessary to promote long-term understanding and behavioral change associated with resource planning and conservation, learning activities that promote a deep approach rather than a surface approach to learning must be utilized, so that students are engaged in activities in which they are actively searching for meaning, rather than engaging in rote memorization.  This paper discusses a teaching method in which the learning objectives, activities, and assessment are aligned to achieve this aim and presents evidence of its efficacy over seven years of its use. 

scholarly journals STUDENT'S CONCEPTS OF AND APPROACHES TO LEARNING AND THE RELATIONSHIPS BETWEEN THEM

2020 ◽  
Vol 39 (3) ◽  
pp. 620-632
Author(s):  
Mohammad Ahmad Alkhateeb ◽  
Osamah Abdel Qader Bani Milhem
Keyword(s):  
Qualitative Content Analysis ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Deep Approach ◽  
Conceptions Of Learning ◽  
Surface Approach ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
Study Population ◽  
Surface Approach To Learning

The study attempted to characterize students’ conceptions of learning and approaches to learning and revealing the correlation between the students’ concepts and approaches to learning. The researchers used qualitative content analysis and a descriptive approach. The study population comprised 90 male and female students of the Faculty of Educational Science in the HU University, Jordan, during the 2019/2020 academic year. The quantitative concepts were dominating among students (87.77%), especially the concept of learning as a knowledge increase (33.33%). On the other hand, the qualitative concepts of learning were low (12.22%), especially on the person change (2.22%). In addition, there was an emergence of a new concept of learning outside the traditional concepts, namely learning as exam preparation. The results showed that the deep approach to learning was low, and the surface approach to learning was high. The results further showed a correlation between the quantitative concepts of learning and the surface approach to learning, as well as a correlation between the qualitative concepts of learning the deep approach to learning. Hence, the general conclusion implies that if teachers are to place learners at the heart of the learning process, they must be aware of the concepts of learning and learning approaches of the students.

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