scholarly journals Validasi Approaches to Learning and Studying Inventory di Fakultas Kedokteran Universitas Gadjah Mada Yogyakarta

2014 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Michael A. Leman ◽  
Rossi Sanusi ◽  
Yayi Suryo Prabandari
Keyword(s):  
Social Sciences ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Response Rate ◽  
Approaches To Learning ◽  
Short Version ◽  
Learning Approaches ◽  
Deep Approach ◽  
Surface Approach ◽  
Second Year

Background: Short version instruments are being developed to meet the needs of social sciences researchers who simulataneously use a number of instruments. The Approaches to Learning and Studying Inventory (ALSI) is a short version instrument to measure learning approaches used by students. This analysis is part of a study that is published in different medical education periodicals. The objective of this assessment was to validate the ALSI in a population of second year medical students of the Gadjah Mada University Faculty of Medicine (GMU FM), Yogyakarta.Method: 225 second year students in the regular program at the GMU FM were invited to complete the ALSI questionnaire. To suport construct validities of ALSI, an item’ validity, Crönbach alpha, factor analysis, convergent validity, and discriminant validity were measured.Results: A total of 160 students participated in this study (71,11% response rate). The data collected did not support the construct validities of ALSI.Conclusion: ALSI requires improvement, in particular the items of the surface approach subscale. Instead of the initial five subscales, it is probably more appropriate if the instrument is divided in only three subscales - surface approach, effort management-organized studying, and deep approach-monitoring studying. 

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 Modelo explicativo del efecto de los enfoques de aprendizaje sobre el rendimiento y el papel modulador de la dedicación temporal

2014 ◽  
Vol 32 (2) ◽  
pp. 447-462 ◽  
Author(s):  
Mercedes López-Aguado ◽  
Lourdes Gutiérrez-Provecho
Keyword(s):  
Longitudinal Study ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Tasks ◽  
Factor Study ◽  
Study Process ◽  
Quality Learning ◽  
Estudiantes Universitarios

La investigación previa pone de manifiesto cierta influencia de los enfoques de aprendizaje sobre el rendimiento, asociándose generalmente el enfoque profundo a aprendizajes de mayor calidad y el superficial a menores rendimientos. El objetivo de este estudio es profundizar en los mecanismos que intervienen en esta relación, analizando el papel modulador del tiempo de dedicación. Participan en un diseño de encuesta longitudinal de 15 semanas de duración 187 estudiantes universitarios. Los datos sobre los enfoques se recogen con el R-SPQ-2F en su versión española. Los resultados del análisis path confirman que los enfoques de aprendizaje influyen sobre el rendimiento. El enfoque superficial produce un efecto directo asociado a peores resultados y ambos influyen indirectamente a través de su efecto sobre los tiempos de dedicación. Se discute la importancia de estos resultados y la necesidad de seguir ahondando en las variables que modulan esta relación. Previous research has shown the influence of approaches to learning on performance, with a deep approach generally associated with higher quality learning, and a surface approach with lower levels of performance. The aim of this study was to investigate the mechanisms involved in this relationship by studying the modulating role of time spent on learning tasks. A longitudinal study with a survey format lasting fifteen weeks was carried out. 187 university students took part in the study. The data on approaches were gathered with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) in Spanish. The results from path analysis confirmed that approaches to learning do influence performance. A surface approach yields a direct effect that is linked to worse results. This paper discusses the relevance of these results and the need for further research on the variables that may influence this relationship.

scholarly journals Development and Evaluation of a Swedish Short Version of the Questionnaire About the Process of Recovery (QPR)

2019 ◽  
Vol 56 (2) ◽  
pp. 376-382
Author(s):  
Eklund Mona ◽  
Neil Sandra ◽  
Argentzell Elisabeth
Keyword(s):  
Psychometric Properties ◽  
Internal Consistency ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Psychiatric Symptoms ◽  
Internal Consistency Reliability ◽  
Short Version ◽  
Level Of Functioning ◽  
Ceiling Effects ◽  
Good Internal Consistency

Abstract The aim was to develop a short version of the Swedish Process of Recovery Questionnaire (QPR-Swe) for use with people with severe mental illness and to investigate its internal consistency, construct validity, known-groups validity and any floor or ceiling effects. Two independent samples were used, the first (N = 226) to develop the short version and the second (N = 266) to test its psychometric properties. A seven-item version was developed by selecting items based on item-total correlations. The QPR-Swe-7 showed good internal consistency reliability (α = 0.82). It showed moderate correlations with indicators of convergent validity (self-rated health, self-mastery and quality of life) and weak with those selected to test discriminant validity (psychiatric symptoms and level of functioning). QPR-Swe-7 differentiated between people receiving two different levels of housing support. No floor or ceiling effects were found. The QPR-Swe-7 had appropriate psychometric properties for use with people with a variety of mental disorders when a brief scale is warranted.

Mixed Approaches to Learning in the Flipped Classroom: How Students Approach the Learning Environment

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Margrét Sigrún Sigurðardóttir ◽  
Thamar Melanie Heijstra
Keyword(s):  
Deep Learning ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Flipped Classroom ◽  
Approaches To Learning ◽  
Male Students ◽  
Learning Approach ◽  
Learning Approaches ◽  
Surface Approach

Flipped teaching is a trend within higher education. Through flipped teaching the learning environment can be altered by moving the lecture out of the classroom through online recordings, while in-classroom sessions focus on active learning and engaging students in their own learning process. In this paper, we used focus groups comprised of male students in a qualitative research course with the aim of understanding the ways in which we might improve active student engagement and motivation within the flipped classroom. The findings indicated that, within the flipped classroom, students mix surface and deep-learning approaches. The online recordings, which students interact with through a surface approach, can function as a stepping stone toward a deep-learning approach to in-class activities, but only if students come to class prepared. The findings therefore suggest that students must be made aware of the importance of preparation prior to flipped classroom in-class activities to ensure the active learning process is successful. By not listening to the recordings (e.g., due to technological failure, as was the case in this study), students can result in only employing a surface approach.

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.

Employee optimism in India: validation of the POSO-E

2019 ◽  
Vol 26 (3) ◽  
pp. 1020-1032
Author(s):  
Teena Bharti ◽  
Santosh Rangnekar
Keyword(s):  
Factor Analysis ◽  
Convergent Validity ◽  
Design Methodology ◽  
Discriminant Validity ◽  
Short Version ◽  
Content Type ◽  
Indian Context ◽  
Confirmatory Factor ◽  
Public Sector Organizations ◽  
Private And Public

Purpose The purpose of this paper was to validate the short version of personal optimism and self-efficacy optimism scale developed by Gavrilov-Jerkovic et al. (2014) on a sample of 398 employees working in private and public sector organizations in India. Design/methodology/approach The study needs to test the psychometric properties of the Indian version of scale by using exploratory factor analysis, convergent validity, discriminant validity and confirmatory factor analysis. Findings The results supported for the two-dimensional factor-structure of optimism in consonance with Gavrilov-Jerkovic et al. (2014). Research limitations/implications The findings will benefit both the management and the employees. Also, the study expands the existing literature on the variable in the Indian context. Originality/value The work validates and provides a unique instrument to measure the employee optimism that can help the management and the employees to focus on themselves to increase the positivity to provide an innovative and creative environment. Also, the work supplements the existing literature on positive attitude or outcome expectancies and helps in establishing the bi-dimensional nature of the construct of optimism.

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.

Autism in Aotearoa

2020 ◽  
pp. 1-11 ◽  
Author(s):  
Sarah M. Kember ◽  
Matt N. Williams
Keyword(s):  
New Zealand ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Reliability And Validity ◽  
Autism Spectrum ◽  
High Rate ◽  
Sufficient Evidence ◽  
Short Version ◽  
Autism Spectrum Quotient ◽  
Strong Positive Correlation

Abstract. Screening measures for autism spectrum disorder (ASD) are important tools for clinicians and researchers. However, where a measure developed and validated for one population is used with another, its performance in this new context must be carefully examined. The RAADS-14, a brief ASD screen developed in Sweden, was evaluated with a sample of New Zealand adults ( N = 387), 41 of whom self-reported a prior diagnosis of ASD. The convergent validity of the RAADS-14 (Hypothesis 2) was supported by a strong positive correlation with the AQ-10 (short version of the Autism Spectrum Quotient), r = .81. Discriminant validity (Hypothesis 3) was also supported by a strong negative correlation with the EQ-Short (short version of the Empathy Quotient), r = −.75. However, the measure did not meet inferential criteria for internal consistency (Hypothesis 1), and confirmatory factor analysis (CFA) found a poor fit of the proposed three-factor model (Hypothesis 4) to the data. A cut-off score of 14/42 provided adequate sensitivity (95%) to detect participants with self-reported ASD diagnoses, but not adequate specificity (70%), suggesting a very high rate of false positives should be expected if relying on RAADS-14 scores alone to interpret presence of ASD. In sum, our results do not provide sufficient evidence of reliability and validity to support the use of the RAADS-14 with the New Zealand population. We provide suggestions for refinement of the RAADS-14 that may lead to increased reliability and validity.

scholarly journals Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students

2014 ◽  
Vol 11 ◽  
pp. 19 ◽  
Author(s):  
Victor Mogre ◽  
Anthony Amalba
Keyword(s):  
Internal Consistency ◽  
Medical Training ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Surface Approach ◽  
Cronbach's Alpha ◽  
Factor Study ◽  
Study Process

Purpose: We investigated the validity and reliability of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in preclinical students in Ghana. Methods: The R-SPQ2F was administered to 189 preclinical students of the University for Development Studies, School of Medicine and Health Sciences. Both descriptive and inferential statistics with Cronbach’s alpha test and factor analysis were done. Results: The mean age of the students was 22.69 ± 0.18 years, 60.8% (n = 115) were males and 42.3% (n = 80) were in their second year of medical training. The students had higher mean deep approach scores (31.23 ± 7.19) than that of surface approach scores (22.62 ± 6.48). Findings of the R-SPQ2F gave credence to a solution of two-factors indicating deep and surface approaches accounting for 49.80% and 33.57%, respectively, of the variance. The scales of deep approach (Cronbach’s alpha, 0.80) and surface approach (Cronbach’s alpha, 0.76) and their subscales demonstrated an internal consistency that was good. The factorial validity was comparable to other studies. Conclusion: Our study confirms the construct validity and internal consistency of the R-SPQ2F for measuring approaches to learning in Ghanaian preclinical students. Deep approach was the most dominant learning approach among the students. The questionnaire can be used to measure students’ approaches to learning in Ghana and in other African countries.

Sign in / Sign up

Export Citation Format

Share Document