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 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.

Evaluation of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) for Student Teacher Approaches to Learning

2017 ◽  
Vol 7 (2) ◽  
pp. 9-13 ◽  
Author(s):  
Victor Martinelli ◽  
Milosh Raykov
Keyword(s):  
Academic Performance ◽  
Student Teachers ◽  
Student Teacher ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Approach To Learning ◽  
Factor Study ◽  
Study Process

Abstract A deep approach to learning is essential for student academic achievement and several studies demonstrate a significant association between such an approach to learning and student academic performance. However, findings from some empirical studies in this domain are inconsistent and the main objective of this study was to determine the feasibility of application of the Biggs (2001) Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) for the diagnosis and monitoring of teacherstudent approaches to learning. Also, the aim of this study was to examine the association of the different approaches to learning with student reading habits and literacy skills. The sample included 202 undergraduate teacher education students. The study found that both, male and female students at the year of study have similar deep and surface approaches to learning. This initial evaluation of the R-SPQ-2F indicates that the questionnaire has acceptable internal consistency and is a promising short instrument for the diagnosis of student teachers′ deep and surface approaches to learning. Results are discussed with reference to a procedure that combines qualitative and quantitative data to increase the diagnostic validity of student learning approaches. Based on the findings of this study, it seems that the R-SPQ-2F scale can be used as a reliable instrument that can help educators diagnose and encourage the development of student teacher approaches to learning, that is a significant contributing factor to their academic performance and teaching practice.

Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

2008 ◽  
Vol 32 (1) ◽  
pp. 35-37 ◽  
Author(s):  
R. R. Abraham ◽  
P. Vinod ◽  
M. G. Kamath ◽  
K. Asha ◽  
K. Ramnarayan
Keyword(s):  
Medical Students ◽  
Group Learning ◽  
Approaches To Learning ◽  
Curricular Reform ◽  
Learning Approaches ◽  
Undergraduate Medical Students ◽  
Approach To Learning ◽  
Medical College ◽  
Deep Approach To Learning ◽  
Study Support

Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.

scholarly journals Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

2020 ◽  
Vol 12 (17) ◽  
pp. 6984
Author(s):  
Jesús de la Fuente ◽  
Francisco Javier Peralta-Sánchez ◽  
José Manuel Martínez-Vicente ◽  
Flavia H. Santos ◽  
Salvatore Fadda ◽  
...  
Keyword(s):  
Approaches To Learning ◽  
Well Being ◽  
Personality Factors ◽  
Learning Approaches ◽  
Achievement Emotions ◽  
Approach To Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Deep Approach To Learning ◽  
Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

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 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.

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.

scholarly journals Study Approaches in Higher Education Mathematics: Investigating the Statistical Behaviour of an Instrument Translated into Norwegian

2019 ◽  
Vol 9 (3) ◽  
pp. 191 ◽  
Author(s):  
Zakariya
Keyword(s):  
Ordinal Data ◽  
Factor Model ◽  
Approaches To Learning ◽  
Least Square ◽  
Learning Approaches ◽  
Confirmatory Factor Analyses ◽  
Parameter Estimations ◽  
Cultural Specificity ◽  
Factor Study ◽  
Study Process

The revised two-factor study process questionnaire (R-SPQ-2F) has widely been considered valid and reliable in many contexts for measuring students’ learning approaches. However, its cultural specificity has generated considerable discussion, with inconclusive results when translated to different languages. This paper provides more insights into the construct validity of a Norwegian version of this instrument. The R-SPQ-2F is composed of ten items designed to expose deep learning approaches and 10 items designed to expose surface learning approaches. A survey research design involving a sample of 253 first year university students in a mathematics course was adopted. Ten hypothesized models were compared using a series of confirmatory factor analyses following the model proposals reported in the literature. A weighted least square mean and variance adjusted (WLSMV) estimator was used to enhance model parameter estimations under multiple violations of assumptions inherent in ordinal data. The results favored a two first-order factor model with ten items measuring the deep approach and nine items measuring the surface approach including a deletion of one item from this instrument. The findings of this study provide empirical evidence for the cultural specificity of the instrument that is consistent with the literature. The R-SPQ-2F is therefore recommended to assess students’ approaches to learning, and further studies into its cultural specificity are recommended.

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.

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