Relations among Conceptions of Learning, Approaches to Learning and Academic Achievement: A Comparison between College and High School Contexts

2019 ◽  
Vol 27 (3) ◽  
pp. 91-118 ◽  
Author(s):  
Chohee Yoon ◽  
◽  
Ougju Choi ◽  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Conceptions Of Learning ◽  
School Contexts

Investigating high school students' conceptualizations of the biological basis of learning

2012 ◽  
Vol 36 (2) ◽  
pp. 131-142 ◽  
Author(s):  
Rebecca M. Fulop ◽  
Kimberly D. Tanner
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Mixed Methods Research ◽  
Research Study ◽  
Biology Education ◽  
Urban School District ◽  
Conceptions Of Learning ◽  
School Students ◽  
Biological Basis

Students go to school to learn. How much, however, do students understand about the biological basis of this everyday process? Blackwell et al. ( 1 ) demonstrated a correlation between education about learning and academic achievement. Yet there are few studies investigating high school students' conceptions of learning. In this mixed-methods research study, written assessments were administered to 339 high school students in an urban school district after they completed their required biology education, and videotaped interviews were conducted with 15 students. The results indicated that the majority of students know little about the biological basis of learning, even with prompting, and they recall having learned little about it in school. Students appear to believe that people control their own ability to learn, and some have developed personal hypotheses to describe the learning process. On written assessments, 75% of participants demonstrated a nonbiological framework for learning, and, during interviews, 67% of participants revealed misconceptions about the biological basis of learning. Sample quotes of these interviews are included in this report, and the implications of these findings are discussed.

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.

scholarly journals Adaptation and Evaluation of Psychometric Properties of Students’ Approaches to Learning in a Sample of Mexican High School Students

2021 ◽  
Vol 10 (3) ◽  
pp. 1589-1597
Author(s):  
Luz Marina
Keyword(s):  
High School ◽  
High School Students ◽  
Psychometric Properties ◽  
Empirical Support ◽  
Approaches To Learning ◽  
Point Of View ◽  
Learning Approaches ◽  
Validity And Reliability ◽  
School Students ◽  
Diverse Learning

<p style="text-align: justify;">The reason of to be of any educational model is to ensure that its students are self-regulated, which implies the setting of objectives, the monitoring of their actions in order to reach them, the control of their cognitive processes, the use of diverse learning and motivation skills. One way to collaborate in this is to evaluate the student's current situation in order to intervene. Due to the above, the purpose of the study is to determine validity and reliability of the scale Students’ Approaches to Learning (SAL) in Mexican students. The SAL was applied to 894 high school students. Considering the results, the SAL presents good functioning and acceptable psychometric properties. In relation to the internal structure, the results support the composition of the 14 sub-factors of SAL, which is consistent with the original study. The results obtained have enough empirical support to interpret the construct of learning approaches from a multidimensional point of view.</p>

scholarly journals Contributing factors to academic achievements: from community college to university in Hong Kong

2020 ◽  
Author(s):  
Yeena Li ◽  
Bin Li ◽  
Kin Cheung ◽  
Hilda Tsang
Keyword(s):  
Academic Achievement ◽  
Community Colleges ◽  
Hong Kong ◽  
Academic Success ◽  
Learning Environment ◽  
Transfer Students ◽  
Pearson Correlation ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Teaching Learning

Academic achievement of students transferring from community colleges to 4-year institutions has been a topic of interest to educational researchers globally. However, local empirical evidence remains limited on how transfer students’ learning approaches and the teaching-learning environment relate to their academic achievement in Hong Kong’s universities. The study aims at exploring the relationship between transfer students’ approaches to learning, their perceptions of the teaching-learning environment and academic achievement. The participants were 617 undergraduate students transferring from community colleges to an university in Hong Kong. Students’ approaches to learning and perceptions of the teaching-learning environment were measured using the HowULearn questionnaire. Analyses were carried out using factor analysis, Pearson correlation and linear regression. The results confirmed positive relations between students’ perceptions, approaches and achievement. Students studying in an organised manner achieved better academic performance, whereas those using a surface approach poor performance. Others might also adopt an intermediate approach to learning. The results indicate that promoting awarenesses of choosing and using appropriate learning approaches is important for fostering academic success among students.

Structural Equation Model on Learners’ Conceptions of Learning and Approaches to Learning as Predictors of Physics Self-Efficacy

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
RAY BUTCH D. MAHINAY
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Academic Motivation ◽  
Structural Model ◽  
Approaches To Learning ◽  
Positive Association ◽  
Positive Influence ◽  
Equation Modeling ◽  
Learning Approaches ◽  
Conceptions Of Learning

Many studies in the past have established the positive association of self-efficacy to academic motivation and achievement. To substantively improve the understanding of learner’s self-efficacy, education researchers must need to explore how it is structured. This study proposed a structural model of Physics self-efficacy (PSE) and outlined its relationshipswith conceptions of learning Physics (CLP) and approachesto learning Physics (ALP) through structural equation modeling. Three questionnaires from Tsai (2008) were adapted for a field survey that was carried out to 317 fourth-year students randomly chosen among seven national high schools in the east district of the division of Cagayan de Oro City, Philippines to measure the scales on PSE, CLP and ALP. Correlation and path analyses showed that CLP has significant relationship with ALP. Consequently,the ALP also has significant relationshipto PSE. Specifically, both the students’ low-level and high-level conceptions of learning physics exerted positive influence to surface and deep motives and strategies in their approaches in learning the subject. Further, the students’ ALP inferred direct contribution to PSE than the CLP. These results provide valuable information in this area to effusively understand the nature and process of learning physics pertinent to other metacognitive variables. Keywords - Science education, learning conception, learning approaches, physicslearning, self-efficacy, structural equation modelling, Philippines

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