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 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.

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.

scholarly journals Learning Approaches of Undergraduate Computer Technology Students: Strategies for Improvement

2012 ◽  
Author(s):  
Suseela Malakolunthu ◽  
Alice Joshua
Keyword(s):  
Approaches To Learning ◽  
Statistical Correlation ◽  
Mean Value ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Significant Difference ◽  
Deep Approach To Learning ◽  
Study Process ◽  
Almost All

Purpose – In recent times, quality of graduates and their performance has been questioned. Students’ performance is an indicator of the kind of approach (deep or surface) that is taken. This study investigates the kind of undergraduates take in their learning processes.   Methodology – This quantitative survey used Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Sixty-three students participated in the study. Findings – Results showed no significant difference between the types of approach by gender, nationality, year of study, and major. However, the rank ordering of the mean value indicated that almost all the students who participated in the study did not possess a deep approach to learning. The Pearson’s r analysis revealed a weak negative statistical correlation between the deep and surface approaches to learning and weak positive statistical correlation between surface strategy and deep approach. However, a significant relationship between deep strategy and deep approach (r = .903**, p < .01) was found.   Significance – The lack of deep approach to learning among students can be attributed to factors such as the conditions of learning, professional capacity of teachers, and lack of instructional rigor in the program or coursework. It is imperative that emphasis is placed on using deep approaches to learning in the university courses so that deep learning experiences are created for students.

scholarly journals Relationships between conceptions of learning approaches to study and students' judgements about the value of their experiences of networked learning

2003 ◽  
Vol 11 (1) ◽  
Author(s):  
Peter Goodyear ◽  
Mireia Asensio ◽  
Chris Jones ◽  
Christine Steeples ◽  
Vivien Hodgson
Keyword(s):  
Practical Implication ◽  
Networked Learning ◽  
Learning Approaches ◽  
Science Students ◽  
Deep Approach ◽  
Conceptions Of Learning ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
Approaches To Study ◽  
Positive Experiences

This paper reports on an enquiry into relationships between students' views of their experiences of participating in networked learning courses and data on their conceptions of learning and approaches to study. It has been suggested in the literature on networked learning that students with more sophisticated conceptions of learning and students who take a deep approach to learning are more likely to benefit from, and have positive experiences of, networked learning. Drawing on a sample of almost 180 undergraduate social science students on four networked learning courses, we established that there were no strong links between students' judgements about their experience of networked learning and either their conceptions of learning or their approach to study. Further research is needed, but a practical implication of this study is that it is reasonable to expect all students to have positive experiences on well-designed and well-managed networked learning courses - not just those students with more sophisticated conceptions of learning or deep approaches to study.DOI:10.1080/0968776030110103

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.

scholarly journals Using Computer Technology to Foster Learning for Understanding

2000 ◽  
Vol 1 (1) ◽  
pp. 7-13
Author(s):  
ELAINE VAN MELLE ◽  
LEWIS TOMALTY
Keyword(s):  
Computer Technology ◽  
Significant Shift ◽  
Deep Approach ◽  
Surface Approach ◽  
Specific Patient ◽  
Approach To Learning ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning ◽  
The Impact ◽  
Learning For Understanding

The literature shows that students typically use either a surface approach to learning, in which the emphasis is on memorization of facts, or a deep approach to learning, in which learning for understanding is the primary focus. This paper describes how computer technology, specifically the use of a multimedia CD-ROM, was integrated into a microbiology curriculum as part of the transition from focusing on facts to fostering learning for understanding. Evaluation of the changes in approaches to learning over the course of the term showed a statistically significant shift in a deep approach to learning, as measured by the Study Process Questionnaire. Additional data collected showed that the use of computer technology supported this shift by providing students with the opportunity to apply what they had learned in class to order tests and interpret the test results in relation to specific patient-focused case studies. The extent of the impact, however, varied among different groups of students in the class. For example, students who were recent high school graduates did not show a statistically significant increase in deep learning scores over the course of the term and did not perform as well in the course. The results also showed that a surface approach to learning was an important aspect of learning for understanding, although only those students who were able to combine a surface with a deep approach to learning were successfully able to learn for understanding. Implications of this finding for the future use of computer technology and learning for understanding are considered.

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

scholarly journals Detecting Learning Strategies with Analytics: Links with Self-reported Measures and Academic Performance

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dragan Gasevic ◽  
Jelena Jovanovic ◽  
Abelardo Pardo ◽  
Shane Dawson
Keyword(s):  
Academic Performance ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Self Report ◽  
Deep Approach ◽  
Approach To Learning ◽  
Trace Data ◽  
Deep Approach To Learning ◽  
And Performance

The use of analytic methods for extracting learning strategies from trace data has attracted considerable attention in the literature. However, there is a paucity of research examining any association between learning strategies extracted from trace data and responses to well-established self-report instruments and performance scores. This paper focuses on the link between the learning strategies identified in the trace data and student reported approaches to learning. The paper reports on the findings of a study conducted in the scope of an undergraduate engineering course (N=144) that followed a flipped classroom design. The study found that learning strategies extracted from trace data can be interpreted in terms of deep and surface approaches to learning. The detected significant links with self-report measures are with small effect sizes for both the overall deep approach to learning scale and the deep strategy scale. However, there was no observed significance linking the surface approach to learning and surface strategy nor were there significant associations with motivation scales of approaches to learning. The significant effects on academic performance were found, and consistent with the literature that used self-report instruments showing that students who followed a deep approach to learning had a significantly higher performance.

Do learning approaches of medical students affect their satisfaction with problem-based learning?

2013 ◽  
Vol 37 (1) ◽  
pp. 85-88 ◽  
Author(s):  
Erol Gurpinar ◽  
Esin Kulac ◽  
Cihat Tetik ◽  
Ilgaz Akdogan ◽  
Sumer Mamakli
Keyword(s):  
Medical Students ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Study Group ◽  
Learning Approaches ◽  
Approach To Learning ◽  
Factor Study ◽  
Deep Approach To Learning ◽  
Study Process ◽  
Different Levels

The aim of this research was to determine the satisfaction of medical students with problem-based learning (PBL) and their approaches to learning to investigate the effect of learning approaches on their levels of satisfaction. The study group was composed of medical students from three different universities, which apply PBL at different levels in their curricula. The revised two-factor study process survey was applied to the study group to determine their approaches to learning as “deep” or “surface” learning. In addition, another survey of 20 questions was used to determine satisfaction levels of students with PBL and other variables. Of the study group, 64.6% were found to adopt a deep approach to learning, and we confirmed that these students were reasonably more satisfied with PBL.

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