Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’... more
Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achieve- ment-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.
This 2-year study considered the evidence from New Zealand of the existence of a gap in the transition from school to tertiary study in mathematics and what factors might be promoting it. The aim was to identify the nature of any... more
This 2-year study considered the evidence from New Zealand of the existence of a gap in the transition from school to tertiary study in mathematics and what factors might be promoting it. The aim was to identify the nature of any transition difficulties and analyse possible reasons for them. We found that there is a need for much better communication between teachers and tertiary lecturers and their institutions. Also while students are affected differently by the transition, their motivation for studying mathematics changed, and their confidence fell during the transition. It seems that improving study skills and assisting them to acquire a facility for independent learning would help.
Background and Aim As part of the process of nursing students becoming ‘work ready’ within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching... more
Background and Aim
As part of the process of nursing students becoming ‘work ready’ within future health care teams, students need the skills to work collaboratively. In higher education, establishing group work assignments is a teaching method to develop group work skills. Not only is group work an important teaching method to develop effective group work skills but it is also used to activate deep learning. However, to date, there has been a lack of research on the impact of group work on student approaches to learning. This study aimed to examine the interrelationships between students, group work characteristics, and their approaches to learning.
Design and Participants
A survey design was used, before and after a targeted academic skills development intervention, which had a specific focus on the development of group work skills. The sample involved first year undergraduate nursing students undertaking a Bachelor of Nursing programme at a regional university in Australia. A total of 92 students completed the pre-survey, and 102 students completed the post-survey.
Method
Data were collected using quantitative surveys.
Results
Metacognitive awareness was found to best predict a deep approach to learning. Young age and experiencing discomfort in group work were two predictors of a surface approach to learning.
Conclusion
Findings indicate that nurse educators should develop strategies that support students' metacognitive awareness in relation to group work, and also support those students who feel less comfortable in working with others.
This theoretical essay is to clarify what could be a deeper approach to education and its characteristics. The deep approach is a broad phenomenon that encompasses several domains. It manifest a turning point in the way we reflect on a... more
This theoretical essay is to clarify what could be a deeper approach to education and its characteristics. The deep approach is a broad phenomenon that encompasses several domains. It manifest a turning point in the way we reflect on a variety of disciplines such as ecology, economy, engineering, mathematics, cross-cultural communication, psychology, and languages. The trend is influenced by semiotics—the science of meaningful signs—as an overarching discipline, process philosophy and complexity theory to address ontological dualism. The deep approach is an applied trend that is revolutionizing the ways we think about what should be accomplished in Education and Teacher Education, and how it should be done. It defines a move towards deeper conceptions of curricula in any disciplines and towards curriculum interconnectedness.
This study explores transitions in student approaches to learning and conceptual development using concept mapping in the context of a learning design with potentially disruptive pedagogies. A developmental frame featuring characteristics... more
This study explores transitions in student approaches to learning and conceptual development using concept mapping in the context of a learning design with potentially disruptive pedagogies. A developmental frame featuring characteristics of disruptive pedagogies (motivation, engagement, higher-order thinking, sociability and fun) is applied to evaluate its effect on learning among postgraduate consumer behaviour students. The study draws on longitudinal concept mapping data and an essay, and survey data on student experiences of embedded technologies in class and online. Evidence of changes to conceptual knowledge structures and transitions to deep learning were found, supported by disruptive pedagogies and interactive settings using embedded technologies. Results indicate multiple, varied tasks and technologies support conceptual development and engage learners in deep and deeper approaches to learning over 13 weeks, in class and online.
Although there has been growing interest in Problem Based Learning (PBL) by professional entry-level therapy educators, its effectiveness is as yet unclear. Existing overviews of the field do not provide high quality evidence in terms of... more
Although there has been growing interest in Problem Based Learning (PBL) by professional entry-level therapy educators, its effectiveness is as yet unclear. Existing overviews of the field do not provide high quality evidence in terms of the effectiveness or otherwise of PBL in professional therapy education. The purposes of this article is to systematically review the current literature on PBL
Relationships between student approaches to learning and learning outcomes were explored in a population of fi rst year students studying anatomy in a medical program off ered by a research intensive Australian university. An online... more
Relationships between student approaches to learning and learning outcomes were explored in a population of fi rst year students studying anatomy in a medical program off ered by a research intensive Australian university. An online survey version of the Study Process Questionnaire (Biggs et al, 2001), examination scripts and student results were the source data for this study. Th ese students showed high Surface Approach (SA) scores (Mean 30+3.4) and Deep Approach (DA) scores (Mean 28+4.2) using the Revised two-factor SPQ. Th e quality of pieces of work written in their examination was rated using the Structured Observed Learning Outcomes (SOLO) taxonomy (Biggs & Collis, 1982). Th ere was no correlation between SA and DA scores and mean SOLO ratings. However, there were signifi cant correlations between SA scores and fi nal grades (0.3, p<0.01) and between mean SOLO ratings and fi nal grades (r=0.61, p<0.01) in the course. Further work exploring exactly how students approach ...
Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and... more
Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice using new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organisational behaviour. It follows the principles of problem‐based learning and group work, using an unfolding case design. A pre‐test (n=365), immediate post‐test (n=323) and delayed post‐test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web‐based tool that promotes learning in organisational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed.
This paper, following on from our previous paper focusing on findings regarding students’ approaches to learning, explores students’ approaches to performance with particular focus on musical self-efficacy beliefs and experiences of... more
This paper, following on from our previous paper focusing on findings regarding students’ approaches to learning, explores students’ approaches to performance with particular focus on musical self-efficacy beliefs and experiences of performance anxiety in solo and group performances. The research design included a large questionnaire survey followed up by 13 case study interviews and six focus groups. Survey participants were 170 undergraduate musicians studying in three distinctively different higher education institutions, encompassing classical, popular, jazz and Scottish traditional music genres. Findings suggest that the context of music performance learning and the prevailing institutional culture relate to students’ approaches to performance. By statistically controlling for gender and genre biases across the three institutions, we were able to observe both similarities and differences between students’ self-reported self-efficacy beliefs, as well as experiences, perceived causes and strategies used to cope with performance anxiety. Implications of findings from the two ‘institutional culture and learning’ papers for learners and educators in higher education are discussed.
ABSTRACT Identifying and managing students who experience difficulty with learning to program is a challenge for CS educators. In an attempt to answer the familiar question &quot;What makes for success in CS1?&quot; we have... more
ABSTRACT Identifying and managing students who experience difficulty with learning to program is a challenge for CS educators. In an attempt to answer the familiar question &quot;What makes for success in CS1?&quot; we have investigated student approaches to learning using the ASSIST measure of learning approach. This measure considers three dimensions related to studying - deep (related to meaning), surface (reproducing) and strategic (achieving).Two cohorts of CS1 students completed an online ASSIST questionnaire midway through their first semester. Their three ASSIST scores were analysed together with their CS1 performance. The strongest relationships were a significant, negative correlation between a surface approach to learning and CS1 performance and a significant positive correlation between a strategic approach to learning and CS1 performance. Participants were classified via a cluster analysis according to the extent to which they showed deep, strategic, and surface learning profiles. Members of the cluster favouring a surface approach had the poorest performances, whereas members of the cluster favouring strategic or deep approaches rather than a surface approach had the best performances.
