Los enfoques de aprendizaje en estudiantes universitarios catalanes mediante el approaches and study skills inventory for students (ASSIST)

Este trabajotiene como objetivos la creación y validación de una traducción al catalán delcuestionario Approaches and Study Skills Inventory for Students (ASSIST),analizar cuáles son los estilos de aprendizaje adoptados por los estudiantesuniversitarios y la influencia del género y de la modalidad de estudios. Se aplicó el instrumento a 834 estudiantes de la Universidad de Girona. De losresultados obtenidos se desprende que el alumnado encuestado presenta mayoritariamenteun enfoque profundo si bien en el análisis diferencial por género se observaque las mujeres optaron más por un enfoque estratégico mientras que en loshombres predomina el enfoque profundo. Respecto a si la modalidad de estudioinfluye en los estilos de aprendizaje, se observa que los alumnos de Ciencias yTecnología presentan una prevalencia en el enfoque profundo mientras que los deHumanidades y Educación presentan un enfoque más estratégico. The aim of this study is to measure the psychometric properties of a Catalan translation of the Approaches and Study Skills Inventory for Students (ASSIST), and to analyse the different learning styles used by university students, considering the influence of gender and type of studies. The instrument was administered to 834 students at the University of Girona. The results showed that most students interviewed had a deep approach to learning, although the analysis by gender showed that females tended to use a more strategic approach, while males used a deep approach predominantly. As to whether the type of studies influenced learning styles, a prevalence of deep approach was found among Science and Technology students, while a more strategic approach was found among Humanities and Education students.

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A degree of studying? Approaches to learning and academic performance among student ‘consumers’

Active Learning in Higher Education ◽

10.1177/1469787419860204 ◽

2019 ◽

pp. 146978741986020 ◽

Cited By ~ 1

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.

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Comparative Study Of Students‘ Approaches And Strategies To Learning: Implications For Counselling

European Scientific Journal ESJ ◽

10.19044/esj.2016.v12n16p268 ◽

2016 ◽

Vol 12 (16) ◽

pp. 268

Author(s):

Fatimah Y. Tijani ◽

O. Grace Abimbola ◽

Namusoke Jane ◽

T.S Adeyemi ◽

Emmanuel A Egbekunle ◽

...

Keyword(s):

Teaching And Learning ◽

Deep Approach ◽

African Countries ◽

Test Analysis ◽

Approach To Learning ◽

Strategic Approach ◽

Significant Difference ◽

Deep Approach To Learning ◽

Higher Institutions ◽

Descriptive Survey

The researchers compared students’ approaches and strategies to learning in two African countries viz.; Nigeria and Uganda. Using a descriptive survey, fifty students, who were enrolled in the year 2012/2013 in guidance and counselling and computer science respectively, were sampled from the population. The students offered an ICT course separately in 200 level in the different institutions. The instrument used was the Approaches to study skills inventory (ASSIST) and the three hypotheses were postulated and tested. The results of the t-test analysis show that the null hypothesis was not statistically significant when using the strategic approach (t = 1.037, 1.056); p > .05 and the deep approach to learning of students in Nigeria and Uganda (t = -0.278, -0.279); p > .05. The second hypotheses revealed a no statistically significant difference in the Nigerian and Ugandan preferences for different types of courses in teaching and learning while the third hypothesis shows a significant correlation between a deep approach to learning and learning that supports understanding (r=.407; p <.001). It is recommended that lecturers need to accommodate their students’ individual differences in the teaching and learning process considering that most of the classes in higher institutions of learning are large for the prevalent part. Additionally, discussions on possible implications for counselling are discussed in the paper.

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Approaches to Learning among Deaf Students at the University of Education, Winneba

International Journal Of Applied Research and Studies ◽

10.20908/ijars.v4i9.10729 ◽

2016 ◽

Vol 4 (9) ◽

Author(s):

Daniel Fobi ◽

Dr. Alexander M. Oppong

Keyword(s):

Study Skills ◽

Teaching And Learning ◽

Approaches To Learning ◽

University Education ◽

Learning Approaches ◽

Deaf Students ◽

Approach To Learning ◽

Strategic Approach ◽

The University ◽

Higher Institutions

This survey explored the learning approaches among deaf students at the University of Education, Winneba (UEW), Ghana. Data were gathered from 31 out of 41 undergraduate deaf students. Participants were randomly sampled from levels 100, 200, 300 and 400. Data were gathered through the Approaches and Study Skills Inventory for Students (ASSIST, 1998). Data were analysed using descriptive statistics. Findings of the study suggest that participants preferred strategic approach to learning followed by the deep and surface approaches to learning in that order. The study recommended that further investigation be done using longitudinal study in various higher institutions in Ghana. Such a study should examine whether the approaches to learning among deaf students change over time as they go through their university education. The study recommended that in the teaching and learning process, lecturers in the Department of Special Education, UEW need to take into consideration the learning approaches (deep, surface, and strategic) employ to study and plan their teaching to meet such students and should teach each student since deaf students at the university.

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Lithuanian undergraduate students' approaches to learning English for Specific Purposes

Journal of Education Culture and Society ◽

10.15503/jecs2021.1.469.477 ◽

2021 ◽

Vol 12 (1) ◽

pp. 469-477

Author(s):

Nijolė Burkšaitienė ◽

Jolita Šliogerienė

Keyword(s):

Undergraduate Students ◽

Approaches To Learning ◽

English For Specific Purposes ◽

Quantitative Methodology ◽

Deep Approach ◽

Approach To Learning ◽

Deep Approach To Learning ◽

The University ◽

Study Participants ◽

Learning English

Aim. It has been established by research that the nature of students’ learning is closely related to their approach to learning and to the learning environment in which learning occurs. In higher education environments, students’ approaches to learning have been widely investigated across different fields of study, however, little known research has focused on students’ approaches to learning foreign languages. To contribute to knowledge in this field, the present research aims to establish undergraduate students’ approaches to learning English for Specific purposes (ESP) at a university in Lithuania. Method. The research was conducted with the participation of 111 undergraduate students, majors in 11 different study programmes, who took a mandatory course in ESP. The data were collected from the structured questionnaires; to carry out the research, quantitative methodology was used. Results. The analysis of students’ engagement in the study activities, their willingness to go beyond the task and their ability to self-regulate their learning revealed that the study participants demonstrated both surface approach and deep approach to learning ESP. Conclusion. The results indicate that to guide the students towards deep approach to learning ESP at the university, their engagement in study activities should be fostered.

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Improving simulation-based learning of a practical skill in nursing education

The Journal of Practice Teaching and Learning ◽

10.1921/jpts.v17i1.1315 ◽

2020 ◽

Vol 17 (1) ◽

pp. 36-50

Author(s):

Monika Ravik

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Ways Of Knowing ◽

Skill Learning ◽

Practical Nursing ◽

Deep Approach ◽

Peripheral Vein ◽

Approach To Learning ◽

Vein Cannulation ◽

Deep Approach To Learning

ABSTRACTBackground: Many newly qualified nurses lack competence in practical nursing skills. Peripheral vein cannulation is particularly challenging to learn and perform. Skill learning is often developed from a reproduction and memorizing of knowledge and guidelines. Learning peripheral vein cannulation associated with successful placement require a more thorough and deeper approach to learning.Framework: Marton and Saljö’s ways of knowing, a surface and a deep approach to learning can be used during peripheral vein cannulation learning to guide development and competence in this practical nursing skill.Aim: The aim of this theoretical article was to provide knowledge and understanding about two approaches to skill learning, a surface and a deep, and how they can contribute to learning of peripheral vein cannulation.Conclusion: Nursing students learning of peripheral vein cannulation influence pedagogy choice by supervisors. Contextual factors, such as supervisors, influences learning opportunities and development of PVC competence.Key words: vein cannulation, nursing education, learning, surface approach to learning, deep approach to learning.

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Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to learning

Education Sciences ◽

10.3390/educsci9030170 ◽

2019 ◽

Vol 9 (3) ◽

pp. 170 ◽

Cited By ~ 1

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.

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