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 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.

scholarly journals PENGARUH PENDEKATAN BELAJAR TERHADAP KELULUSAN OSCE UKMPPD MAHASISWA FAKULTAS KEDOKTERAN DAN ILMU KESEHATAN UNIVERSITAS JAMBI

2020 ◽  
Vol 8 (1) ◽  
pp. 94-101
Author(s):  
Amelia Dwi Fitri ◽  
Nyimas Natasha A Shafira
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Medical Profession ◽  
Learning Approach ◽  
Learning Material ◽  
Deep Approach ◽  
Cross Sectional ◽  
Surface Approach ◽  
Study Process ◽  
Quality Learning

ABSTRACT Learning strategies or commonly known as learning approaches are the intentions and motivations of individuals and the use of appropriate strategies when dealing with the learning environment. In general, learning strategies can be divided into two categories, namely a deep approach and a surface approach. A deep approach is characterized by a desire to understand the material so as to produce good quality learning outcomes. A student who uses an in-depth approach has the intention to understand learning material and is motivated by an interest in learning material. Conversely, a surface approach is characterized by a desire to achieve minimal results with minimal effort resulting in low quality learning outcomes. The superficial approach is related to various forms of rote learning, with fear of failure as the dominant motivation. Therefore, the learning approach can influence learning outcomes. One of the learning outcomes assessed is the Objective Structured Clinical Examination (OSCE) Student Competency Test for Doctor Professional Programs (UKMPPD). The purpose of this study is to look at the effect of the learning strategies and OSCE UKMPPD graduation period of May 2018 and August 2018 in medical profession students of the Faculty of Medicine and Health Sciences University of Jambi (FKIK UNJA). The research method is descriptive analytic with cross-sectional approach. The population is FKIK  UNJA medical profession students who participated in the OSCE UKMPPD for the period of May 2018 and August 2018 as many as 59 students .The sample is the entire population (total sampling). Student learning approach data obtained by using the questionnaire "Revised Study Process Questionnaire 2 Factors (R-SPQ-F2). UKMPPD OSCE graduation data is the official UKMPPD graduation data issued by the UKMPPD national committee. The test used to see the effect is a regression test, the most learning approach is deep approach 50.85% % and obtained p <0.05, which indicates there is an influence between the learning strategies with OSCE UKMPPD graduation. Keywords: OSCE, UKMPPD, Medical Student ABSTRAK Strategi pembelajaran atau yang biasa dikenal sebagai pendekatan belajar merupakan intensi dan motivasi individu serta penggunaan strategi yang sesuai ketika menghadapi lingkungan pembelajaran. Secara umum, strategi  pembelajaran dapat dibagi menjadi dua kategori yaitu pendekatan mendalam (deep approach) dan pendekatan dangkal (surface approach).Pendekatan mendalam ditandai dengan keinginan untuk memahami materi sehingga menghasilkan kualitas hasil belajar yang baik. Seorang mahasiswa yang menggunakan pendekatan mendalam memiliki niat untuk memahami materi pembelajaran dan dimotivasi oleh ketertarikan pada materi pembelajaran. Sebaliknya, pendekatan dangkal ditandai dengan keinginan untuk mencapai hasil minimal dengan usaha minimal sehingga menghasilkan kualitas hasil belajar yang rendah. Pendekatan dangkal terkait dengan berbagai bentuk pembelajaran hafalan, dengan rasa takut akan kegagalan sebagai motivasi dominan.Oleh karena itu, pendekatan belajar dapat mempengaruhi hasil belajar. Salah satu hasil belajar yang dinilai adalah Objective Structured Clinical Examination (OSCE) Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD). Tujuan penelitian ini adalah untuk melihat pengaruh pendekatan belajar dan kelulusan OSCE UKMPPD periode Mei 2018 dan Agustus 2018 mahasiswa profesi dokter Fakultas Kedokteran dan Ilmu Kesehatan Universitas Jambi (FKIK UNJA). Metode penelitian adalah deskriptif analitik dengan pendekatan cross-sectional. Populasi adalah mahasiswa profesi dokter FKIK UNJA yang mengikuti OSCE UKMPPD periode Mei 2018 dan Agustus 2018 sebanyak 59  orang. Sampel adalah seluruh populasi (total sampling). Data pendekatan belajar mahasiswa didapatkan dengan menggunakan kuesioner “Revised Study Process Questionnaire 2 Factors (R-SPQ-F2). Data kelulusan OSCE UKMPPD adalah data resmi kelulusan UKMPPD yang dikeluarkan oleh panitia nasional UKMPPD. Uji yang digunakan untuk melihat pengaruh adalah uji regresi, Pendekatan belajar yang terbanyak adalah 50.85% % dan didapatkan p< 0,05, yang menandakan ada pengaruh antara pendekatan belajar dengan kelulusan OSCE UKMPPD. Kata Kunci :OSCE, UKMPPD, Mahasiswa Kedokteran

scholarly journals Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

2020 ◽  
Vol 10 (7) ◽  
pp. 173
Author(s):  
Miguel Leiva-Brondo ◽  
Jaime Cebolla-Cornejo ◽  
Rosa Peiró ◽  
Nuria Andrés-Colás ◽  
Cristina Esteras ◽  
...  
Keyword(s):  
Life Science ◽  
Approaches To Learning ◽  
Science Students ◽  
Deep Approach ◽  
Approach To Learning ◽  
Factor Study ◽  
Study Process ◽  
And Gender ◽  
High Consistency ◽  
Item Reliability

Students’ approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politècnica de València in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.

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 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 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.

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.

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 THE PREPARATION OF FUTURE TEACHERS: MODERN APPROACHES TO LEARNING

2020 ◽  
pp. 20-30
Author(s):  
Iryna Khalymon ◽  
Svitlana Shevchenko
Keyword(s):  
Deep Learning ◽  
Prospective Teachers ◽  
Approaches To Learning ◽  
Assessment System ◽  
Survey Study ◽  
Learning Approach ◽  
Deep Approach ◽  
Surface Approach ◽  
Teacher Trainers ◽  
High Level

The article is devoted to the issue of approaches to learning used by prospective teachers. The key difference between two main approaches to learning — deep and surface — lies in the intention or absence of intention to understand the material. Deep approach to learning is likely to result in a high level of understanding and better learning outcomes while surface approach leads to ineffective learning. Understanding students’ approaches to learning helps adjust teaching strategies for more effective learning. The purpose of the article is to identify the approaches to learning used by prospective teachers and consider the implications for teacher trainers. The article reports findings of a survey study into the approaches to learning used by prospective teachers of the Ukrainian language and literature mastering English as a specialism at a Ukrainian university. The main research tool was a questionnaire consisting of twenty statements. Ten statements concerning deep approach include such aspects as deep approach per se, relating ideas, use of evidence, intrinsic motivation. The other ten statements relate to surface approach and include such subscales as surface approach proper, syllabus boundness, fear of failure, extrinsic motivation. The respondents were asked to express how much they agreed with the statements using Likert scale. The data were analysed to find out mean scores and standard deviation. The findings demonstrate that students employ both approaches almost equally intensely: the mean scores of the Deep Learning Approach and the Surface Learning Approach scales are 3.64 and 3.34 correspondingly. However, according to the evaluation criteria the figures fall into different categories: deep approach has a high level of prevalence while surface approach has a moderate one. Basing on the obtained results, the authors suggest that teacher trainers should pay more attention to promoting deep learning approach through applying effective instructional strategies which improve the quality of learning; fostering students’ personal interest in learning; changing the focus of the assessment system from reproducing to understanding

scholarly journals A Re-Evaluation of the Approaches to Learning Questionnaire

2020 ◽  
Author(s):  
Alexander Whitelock-Wainwright ◽  
Dragan Gasevic ◽  
Trev Wood ◽  
Kris Ryan
Keyword(s):  
Learning Strategies ◽  
Structural Equation ◽  
Approaches To Learning ◽  
Critical Examination ◽  
Final Sample ◽  
Confirmatory Factor ◽  
Analysis Strategies ◽  
Factor Study ◽  
Study Process ◽  
Using Data

Scores obtained from the Revised Two Factor Study Process Questionnaire are regularly used to profile students as being Deep or Surface learners. A critical examination of how this particular instrument was both developed and validated does, however, raise questions over what is being measured. Possible factor models have been tested – guided by the original theorising – yet consensus has not been achieved over what is a permissible representation. Aside from uncertainties around model candidature agreement, researchers continue to adopt item parcelling when analysing data collected using this instrument. This is often undertaken without any exploration of whether the assumptions of item-parcelling (e.g., no cross-loadings) are violated or not. Two research questions are explored in this work, motivated by the associated problems with model structure and analysis strategies. Using data collected from a final sample of 1,158 students, three model representations were tested using both Exploratory Structural Equation Modelling and Confirmatory Factor Analysis. Findings were not in-line with the originally presented results in terms of model acceptability. More importantly, the results raise questions around the construct validity of the Revised Two Factor Study Process Questionnaire. Discussion of these results centres on why item parcelling is not recommended when using this instrument and general concerns around what is being measured. Recommendations on alternative approaches to measuring learning strategies are offered, alongside a critical examination of the underlying model.

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