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.

scholarly journals Relation between learning approaches of chemistry students and their achievement in general chemistry

2019 ◽  
Vol 38 (2) ◽  
pp. 293 ◽  
Author(s):  
Stanislava Olić Ninković ◽  
Jasna Adamov ◽  
Ljiljana Vojinović Ješić
Keyword(s):  
Approaches To Learning ◽  
First Year ◽  
Learning Approaches ◽  
Deep Approach ◽  
Approach To Learning ◽  
Chemistry Students ◽  
Deep Approach To Learning ◽  
Novi Sad ◽  
The Relationship ◽  
Learning Chemistry

This research was conducted with the aim of investigating the relationship between students’ approaches to learning chemistry and their levels of achievement. The sample was comprised of 46 students in the first year of the Faculty of Sciences in Novi Sad (Serbia). The research involved two instruments: a knowledge test and an instrument for assessing the learning approach. The results showed that students have difficulties in understanding the factors that influence the chemical equilibrium, as well as with writing equations of the chemical reaction of salt hydrolysis. Most students use a deep approach to learning chemistry content. The deep approach significantly correlates with student achievement. On the basis of these results, it is concluded that is important to create a climate in the classroom that will encourage a deep approach to the study of chemistry.

ChemApproach: validation of a questionnaire to assess the learning approaches of chemistry students

2016 ◽  
Vol 17 (4) ◽  
pp. 723-730 ◽  
Author(s):  
Mika Lastusaari ◽  
Eero Laakkonen ◽  
Mari Murtonen
Keyword(s):  
Chemistry Education ◽  
Factor Model ◽  
First Year ◽  
Learning Approaches ◽  
Chemistry Students ◽  
Major Subject ◽  
Hands On ◽  
Master Level ◽  
And Gender

The theory of learning approaches has proven to be one of the most powerful theories explaining university students' learning. However, learning approaches are sensitive to the situation and the content of learning. Chemistry has its own specific features that should be considered when exploring chemistry students' learning habits, specifically the role of practicals (i.e. hands-on laboratory work), as they are crucial in chemistry education. Therefore, the aims of this study were to find and validate a questionnaire for measuring chemistry students' learning approaches. A 17-item questionnaire was tested with 561 Finnish chemistry students from four different universities. Students ranging from the first year bachelor level to the fifth year master level participated in the study. Statistical analyses showed that a four factor model fitted the data best and these factors were named submissive surface, technical surface, active deep, and practical deep. In order to establish validity, the model was further tested by analysis of the subgroups of the major subject and gender. The analyses show that the questionnaire is statistically valid and can be used for studying chemistry students' learning approaches.

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.

scholarly journals Learning Approaches, Learning Difficulties and Academic Performance of Undergraduate Students of Physiotherapy

2004 ◽  
Author(s):  
Shreemathi Mayya ◽  
A. Krishna Rao ◽  
Ramnaryana K.
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
English Language ◽  
Learning Difficulties ◽  
Positive Association ◽  
Learning Approach ◽  
Learning Approaches ◽  
Academic Problems ◽  
Significant Positive Association ◽  
Surface Approach

A locally developed ‘Approaches to Learning Inventory (ALI)’ was administered to explore the learning difficulties and learning approaches of undergraduate students of Bachelor of Physiotherapy, College of Allied Health Sciences, Manipal. University examination marks of these students were also collected. Learning approach and learning difficulties were summarized by computing mean, standard deviation and percentage of students experiencing some of the academic and non-academic problems. Spearman’s correlation was computed between standardized scores of examination marks, learning approach and learning difficulty scale scores. Academic performance has shown significant negative correlation with surface approach and various problems of learners like fear of failure and lack of confidence, non-academic distracters and poor English language ability. This study demonstrated significant positive association between surface approach and various problems of the learners. The students have also reported a number of academic and non-academic 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.

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 PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY

2021 ◽  
pp. 51-65
Author(s):  
Katerina Kasimatis ◽  
◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teaching Effectiveness ◽  
Tertiary Education ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Mathematics ◽  
Electrical Engineers ◽  
Approaches To Study ◽  
Teaching Of Mathematics

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

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 Flipping the class – University chemistry students’ experiences from a new teaching and learning approach

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Karolina Broman ◽  
Dan Johnels
Keyword(s):  
Organic Chemistry ◽  
Teaching And Learning ◽  
Conventional Approach ◽  
Course Development ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Chemistry Students ◽  
Long Time

AbstractUniversity chemistry courses have for a long time had a similar conventional approach to teaching, with chemistry professors lecturing in a traditional manner. Today, flipped learning approaches have found their ways into higher education with positive results. In particular, US innovations in this area have made positive impressions on Swedish university chemistry educators, resulting in an interest and curiosity in integrating a flipped model into the course curricula. The rationale behind flipped learning is to incorporate an active learning approach into lecture, thereby increasing both student engagement and learning outcomes. In this paper, an implementation project where an organic chemistry course has changed focus from traditional teaching to flipped learning, will be presented. The focus in this mixed-methods study will be on students’ cognitive and affective responses when meeting a new teaching and learning approach. Through following a project where a conventional approach to an organic chemistry course is changed into a more student-active focus, we elaborate on implications for course development of chemistry curricula.

scholarly journals Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

2018 ◽  
Vol 10 (12) ◽  
pp. 4637 ◽  
Author(s):  
Camelia Truta ◽  
Luminita Parv ◽  
Ioana Topala
Keyword(s):  
Higher Education ◽  
Academic Engagement ◽  
Family Background ◽  
Drop Out ◽  
Dropping Out ◽  
First Year ◽  
Students At Risk ◽  
First Year Students ◽  
Academic Context ◽  
Early Dropout

The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.

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