scholarly journals Estudio empírico de los enfoques de aprendizaje de los estudiantes universitarios en función del perfil de su titulación (profundo VS superficial)

2014 ◽  
Vol 12 (22) ◽  
pp. 303 ◽  
Author(s):  
F. Hernández ◽  
Mª P. García ◽  
J. J. Maquilón
Keyword(s):  
Factor Analysis ◽  
Student Performance ◽  
Learning Approaches ◽  
Deep Approach ◽  
Surface Approach ◽  
Main Factors ◽  
University Course ◽  
Main Factor ◽  
Estudiantes Universitarios

RESUMENEn la presente investigación se trata de estudiar, en primer lugar, a partir del análisis factorial los items que mejor definen los enfoques de aprendizaje -motivos y estrategias-de los estudiantes universitarios. En segundo lugar, se analiza la actuación que los estudiantes tienen en los items en cada una de las escalas en función del perfil de aprendizaje predominante en su titulación: superficial y profundo. Los resultados muestran que los items de la subescala de motivo profundo se factorizan en un solo factor y los de estrategia en dos factores. En cambio, en el enfoque superficial, ambas subescalas se factorizan en tres factores. En relación con el segundo objetivo, se ha observado una coherencia entre el enfoque predominante en los estudiantes y el perfil del centro en el que estudian.ABSTRACTIn this research we use the factor analysis to analyse which items are the most representative in the Biggs' SPQ. Secondly, we also analyse the performance of students in the questionnaire to see whether there is any relationship between the learning approaches of their University course and the student performance. The results show that the scale for deep approach produce one main factor in motive subscale and two main factors in strategy scale. On the contrary, the scale for surface approach split in three main factors. Concerning the second objective we find that there is a relationship between the faculties profile and the student performance.

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 Formulation of Learning Strategies Using Bigg’s (R-SPQ-2F) Thru Attitudinal Studies of Selected Nursing Students in Higher Education Institution

2018 ◽  
Vol 3 (3) ◽  
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Developmental Stages ◽  
Standardized Test ◽  
Education Institution ◽  
Learning Approaches ◽  
Deep Approach ◽  
Statistical Tool ◽  
Surface Approach ◽  
Quantitative And Qualitative Research

Background and objective: This research anchored on the formulation of learning strategies using Bigg’s (R-SPQ-2F) thru attitudinal studies of selected nursing students in terms of surface approach and deep approach. Further, the extent of motivation of the respondents that demonstrates in their attitudinal studies using Bigg’s (R-SPQ-2F) to prove the connection of their learning strategies and their drive to study. The correlation of the attitudinal studies of the respondents and the prepared motivation of Bigg’s (R-SPQ-2F) will help determine the students’ insight about their learning practices. This aims to determine the attitudinal studies with learning approaches of the nursing students, the results of which then will become the bases for enhancing the teaching strategies of teachers to upgrade the performance of the students. Methods: The study will take the form of descriptive-evaluative research. A survey was conducted using the standardized test (R-SPQ-2F) questionnaire as propagated by John Biggs for information gathering about respondents profile and their attitudes towards learning. This study is a combination of quantitative and qualitative research, also, this will take the form of an applied type of research, and thus, teachers consequently facilitate low-achieving nursing students perform better in the subject. The study used a statistical tool for the interpretation of results according to sub problems such as frequency distribution, percentage, ranking, weighted mean, likert scale, and f-test. Results: The results revealed that there are significant differences concerning the attitudinal studies of the selected nursing students in terms of surface approach and deep approach. The motivation of the nursing students using Bigg’s (R-SPQ-2F) manifested that their extent of attitudinal studies are well equipped through academic awareness. There are twelve (12) motivational Approaches of the nursing students that are correlated to the Bigg’s (R-SPQ-2F) and eight (8), which are not correlated under deep approach and surface approach. Thru evident findings, the Learning Strategies that are formulated are based on the Extent of Motivational Approach of the nursing students through their attitudinal Studies using Bigg’s (R-SPQ-2F). Conclusions: The results analysis signifies that the attitudes toward learning have been influence students’ scholastic performance. This result manifested that the extent of the attitudinal studies of the nursing students are well-equipped through academic awareness. The result encompasses change and development through the developmental stages of the nursing students. This implies that educators should become aware of the efforts of students made for learning in order for them to reach knowledge. It is important to know the ways of learning, develop expectations and have no anxiety for learning in order to be successful.

scholarly journals FACTORAL STRUCTURE OF MORPHO-FUNCTIONAL INDICATORS AND MOTOR QUALITIES OF MUSCULAR STRENGTH AND ENDURANCE IN STUDENTS

2020 ◽  
Vol 18 (Suppl.1) ◽  
pp. 720-726
Author(s):  
P. Petkov
Keyword(s):  
Factor Analysis ◽  
Body Weight ◽  
Muscle Strength ◽  
Factor Structure ◽  
Muscular Strength ◽  
Structural Changes ◽  
Model Development ◽  
Graphical Analysis ◽  
Main Factors ◽  
Main Factor

The purpose of the present study is to establish the factor relationships between morpho-functional parameters and physical qualities, muscle strength and endurance due to the application of a specialized fitness model. To achieve this goal we the following tasks are set: research of literature resources; development and testing of a specialized fitness model; development of a test battery; processing and analyzing the data from the conducted testing. Research methods - pedagogical experiment, testing, factor analysis, graphical analysis. The contingent of the study are 34 students from the Trakia University. The students are on average 20.04 years old. The results and their analysis show that in the applied fitness model there is a decrease in the number of the main factors in the factor structure of the morpho-functional indicators and the observed motor functions; the increase in the influence of the first main factor in the second study explains the higher percentage of the cumulative variance. This leads to structural changes in the content of the main factors; changes the influence of factors, which after the experiment increases the influence of endurance due to the composition of body weight; the force factors retain approximately the same weight in the second study.

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.

Personal Epistemic and Learning Approaches as Predictors of Pre-service Teachers use of Strategies to Counter Cognitive Dissonance from Supervisor Feedback

2020 ◽  
Vol 9 (2) ◽  
pp. 62-89
Author(s):  
Oyebode Stephen Oyetoro ◽  
Bosede Abimbola Adesina ◽  
Tolulope Segun Eyebiokin
Keyword(s):  
Cognitive Dissonance ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Learning Approaches ◽  
Deep Approach ◽  
Southwestern Nigeria ◽  
Surface Approach ◽  
Multiple Strategies ◽  
Deep Approach To Learning ◽  
Descriptive Survey

This study investigated how epistemic and learning approaches of pre-service teachers (PRESETs) in Obafemi Awolowo University, Southwestern Nigeria, predict their use of strategies to counteract cognitive dissonance arising from incongruent feedback from supervisors. The study adopted the descriptive survey research design. The population comprised 192 PRESETs in the third and fourth year of their teacher training. Findings revealed that the PRESETs possessed sophisticated personal epistemic approaches and utilised the deep approach to learning more than the surface approach. It was also revealed that the PRESETs are likely to utilise multiple strategies to counteract cognitive dissonance that may arise from conflicting feedback from university assigned supervisors during teaching practice. Findings revealed a function with coefficients as follows: deep approach (0.78), simple knowledge (0.21), surface approach (0.22), innate ability (-0.015), quick learning (-0.09), omniscient authority (0.17) and certain knowledge (0.24). The structure was maximised for 77% of PRESETs with high use of strategies to counteract dissonance arising from incongruent supervisors’ feedback; 36.7% and 67.6% of PRESETs with moderate and low dissonance reduction strategy users respectively. The conclusion reached was that teacher educators and other stakeholders should be made aware of these findings. Also, these findings should be incorporated in the implementation of course contents on sources of cognitive dissonances during teaching practice and how to counter them.

Persistence in studies in relation to learning approaches and first-year grades: a study of university chemistry students in Finland

2019 ◽  
Vol 20 (3) ◽  
pp. 452-467
Author(s):  
Mika Lastusaari ◽  
Eero Laakkonen ◽  
Mari Murtonen
Keyword(s):  
Dropping Out ◽  
First Year ◽  
Learning Approach ◽  
Learning Approaches ◽  
Deep Approach ◽  
Students At Risk ◽  
Surface Approach ◽  
Severe Problem ◽  
Chemistry Students

Changing majors or dropping out are of great concern to universities worldwide, but the role of learning approaches in terms of students’ persistence has not been previously studied. Changing majors, especially in chemistry, is a severe problem in Finland. Here, learning approach data were collected with the ChemApproach questionnaire from 733 bachelor-level students at four Finnish universities. Students intending to change majors showed stronger submissive surface approaches and weaker active deep approaches than those intending to persist in chemistry. The ChemApproach data were complemented with information on actual persistence and first-year grades from a smaller sample from one university (N = 177). A practical deep approach in chemistry studies combined with relatively high grades was shown to be connected to persistence, while a desire to change majors combined with high grades resulted in the actual changing of majors. A high submissive surface approach indicated students at risk of dropping out completely.

Objective Evaluation Based on Main Factors Analysis of the Wool Knitted Fabric Style

2011 ◽  
Vol 331 ◽  
pp. 56-60
Author(s):  
Pei Long Li ◽  
Ling Cheng
Keyword(s):  
Mechanical Properties ◽  
Factor Analysis ◽  
Evaluation System ◽  
Evaluation Method ◽  
Objective Evaluation ◽  
Knitted Fabric ◽  
Factors Analysis ◽  
Main Factors ◽  
Main Factor ◽  
The Evaluation System

In this paper, an objective evaluation method based on main factor analysis of the wool knitted fabric was researched. Because 17 parameters for expressing fabric style were simplified into several main factors in the method, the evaluation system for fabric style was simplified into four index: stiffness, glutinous degree, rebound elasticity and fullness softness, which provides a theoretical reference between fabric mechanical properties and wool knitted fabric style research.

scholarly journals Prediction and Analysis of the Severity and Number of Suburban Accidents Using Logit Model, Factor Analysis and Machine Learning: A case study in a developing country

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Meisam Ghasedi ◽  
Maryam Sarfjoo ◽  
Iraj Bargegol
Keyword(s):  
Machine Learning ◽  
Factor Analysis ◽  
Logit Model ◽  
Predictive Power ◽  
Dominant Role ◽  
Learning Approaches ◽  
Lighting Condition ◽  
Rainy Weather ◽  
Pedestrian Accidents ◽  
Effective Principal

AbstractThe purpose of this study is to investigate and determine the factors affecting vehicle and pedestrian accidents taking place in the busiest suburban highway of Guilan Province located in the north of Iran and provide the most accurate prediction model. Therefore, the effective principal variables and the probability of occurrence of each category of crashes are analyzed and computed utilizing the factor analysis, logit, and Machine Learning approaches simultaneously. This method not only could contribute to achieving the most comprehensive and efficient model to specify the major contributing factor, but also it can provide officials with suggestions to take effective measures with higher precision to lessen accident impacts and improve road safety. Both the factor analysis and logit model show the significant roles of exceeding lawful speed, rainy weather and driver age (30–50) variables in the severity of vehicle accidents. On the other hand, the rainy weather and lighting condition variables as the most contributing factors in pedestrian accidents severity, underline the dominant role of environmental factors in the severity of all vehicle-pedestrian accidents. Moreover, considering both utilized methods, the machine-learning model has higher predictive power in all cases, especially in pedestrian accidents, with 41.6% increase in the predictive power of fatal accidents and 12.4% in whole accidents. Thus, the Artificial Neural Network model is chosen as the superior approach in predicting the number and severity of crashes. Besides, the good performance and validation of the machine learning is proved through performance and sensitivity analysis.

scholarly journals Evaluation of midwifery students’ learning approaches to the compulsory biochemistry course

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Funda Kosova ◽  
Nurcan Çelik ◽  
Hanife Nurseven Şimşek ◽  
Seval Cambaz Ulaş
Keyword(s):  
Cross Sectional Study ◽  
Health Science ◽  
Learning Approach ◽  
Learning Approaches ◽  
Deep Approach ◽  
Cross Sectional ◽  
Professional Career ◽  
Motivation For Learning ◽  
Package Program ◽  
Research Population

AbstractObjectivesLearning approach in a certain learning process is based on the student’s intentions, behaviors, and habits according to his/her perceptions of the task of learning and determines the amount and quality of learning. The objective of this study is to evaluate the learning approaches of 1st and 4th grade midwifery students to biochemistry course and the change, if there is any, through their education.MethodsThis is an observational, cross-sectional study. The research population consisted of the voluntary students (86.47%, n:147) of the 2017–2018 season of the 1st and 4th class of Manisa Celal Bayar University, Health Science Faculty, Midwifery Department (n:170). Data were collected by using the “Introductory Information Form” and the “Learning Approach Scale”, and evaluated in the SPSS package program by performing number, percentile, mean, standard deviation, independent t test.ResultsThe mean age of the students was 20.82 ± 1.81. Over 95% of the students stated that biochemistry lesson was necessary, while 59.9% reported that their biochemistry knowledge was insufficient. Over 87% of the student expressed their belief that the content of the biochemistry classes will help them in their professional career. Mean score of deep approach for Learning Approach Scale was 34.13 ± 6.07 (Min:19.00–Max:50.00), and mean score of superficial approach for Learning Approach Scale was 26.94 ± 6.37 (Min:15.00–Max:50.00). There was a significant relation between deep approach scale score and the perception of high importance of biochemistry in the professional life (p<0.05).ConclusionsMidwifery students, who believe that biochemistry is necessary for their professional career have a higher motivation for learning biochemistry, thus perform a deeper approach to learning. In general, creating effective and dynamic educational environments that support deep learning is necessary for enhancing the learning of biochemistry.

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