scholarly journals Anxiety towards Statistics and Its Relationship with Students’ Attitudes and Learning Approach

2021 ◽  
Vol 11 (3) ◽  
pp. 32
Author(s):  
Ángel Peiró-Signes ◽  
Oscar Trull ◽  
Marival Segarra-Oña ◽  
J. Carlos García-Díaz
Keyword(s):  
Secondary Education ◽  
Poor Performance ◽  
Learning Approach ◽  
Learning Approaches ◽  
Self Confidence ◽  
Education Experience ◽  
Factor Study ◽  
Students Attitudes ◽  
Study Process ◽  
High Level

Many university students have difficulties when facing statistics related tasks, leading to an increase in their levels of anxiety and poor performance. Researchers have identified negative attitudes towards statistics, which have been shaped through students’ secondary education experience, as a major driver for their failure. In this study we want to uncover the causal recipes of attitudes leading to high and low levels of anxiety in secondary education students, and the role that the learning approach plays in these relationships. We used fuzzy sets comparative qualitative analysis (fsQCA) in a sample of 325 students surveyed on the multifactorial scale of attitudes toward statistics (MSATS) and the revised two factor study process questionnaire (R-SPQ-2F). The results indicate that, respectively, a high or a low level of self-confidence is the most important and a sufficient condition by itself for achieving a low or a high level of anxiety, while the learning approaches and other attitudes are only present in other causal combinations that represent a small number of cases.

scholarly journals Does the Use of Case-based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

2017 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
Author(s):  
Genevieve Newton ◽  
Verena Kulak ◽  
Rahul Sharma
Keyword(s):  
Deep Learning ◽  
Retention Test ◽  
Knowledge Retention ◽  
Learning Approach ◽  
Final Exam ◽  
Key Concepts ◽  
Factor Study ◽  
Case Based Learning ◽  
Study Process ◽  
Case Based

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender.Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques.Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts.Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

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 University students’ learning approaches: An adaptation of the revised two-factor study process questionnaire to Norwegian

2020 ◽  
Vol 64 ◽  
pp. 100816 ◽  
Author(s):  
Yusuf F. Zakariya ◽  
K. Bjørkestøl ◽  
H.K. Nilsen ◽  
S. Goodchild ◽  
M. Lorås
Keyword(s):  
University Students ◽  
Learning Approaches ◽  
Factor Study ◽  
Study Process

scholarly journals The effect of learning approaches on prospective chemistry teachers' self-regulated learning skills: The survey research

2019 ◽  
Vol 66 ◽  
pp. 01018
Author(s):  
Sinem Dinçol Özgür
Keyword(s):  
Prospective Teachers ◽  
Chemistry Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Skills ◽  
Chemistry Teachers ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Scale Scores ◽  
Study Process

The purpose of this research was to examine the effect of the learning approaches on prospective chemistry teachers' self-regulated learning skills. 92 prospective chemistry teachers from the Department of Chemistry Education at one of the public university in Turkey participated in the research. “The Study Process Questionnaire” and “Self-regulated Learning Skills Scale” were used as the data collection tools. It was consequently found that 59.8 % of prospective chemistry teachers adopted deep learning approach, 40.2% of them adopted surface learning approach and their self-regulated learning skills scale scores for planning and goal setting scores differed significantly according to their learning approaches. Furthermore, it was determined that self-regulated learning skills mean score of prospective teachers' who adopted deep approach are higher than mean score of prospective teachers' who adopted surface approach but their self-regulated learning skills total scores did not differ significantly according to their learning approaches.

scholarly journals Approaches toward learning in physiotherapy

2013 ◽  
Vol 69 (1) ◽  
Author(s):  
L. Keiller ◽  
A. Louw
Keyword(s):  
Descriptive Study ◽  
Learning Approach ◽  
Learning Material ◽  
Deep Approach ◽  
Factor Study ◽  
Study Process ◽  
Quantitative Descriptive ◽  
Academic Year ◽  
Physiotherapy Students

The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f) to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.

scholarly journals Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire

2017 ◽  
Vol 8 ◽  
pp. 292-296 ◽  
Author(s):  
Shaffi Ahamed Shaik ◽  
Ahmed Almarzuqi ◽  
Rakan Almogheer ◽  
Omar Alharbi ◽  
Abdulaziz Jalal ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Approach ◽  
Factor Study ◽  
Study Process

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.

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 ECGNET: Learning Where to Attend for Detection of Atrial Fibrillation (AF) with Deep Visual Attention

2019 ◽  
Author(s):  
Sajad Mousavi
Keyword(s):  
Neural Network ◽  
Atrial Fibrillation ◽  
Deep Neural Network ◽  
Deep Neural Networks ◽  
Learning Approach ◽  
Ecg Signal ◽  
Learning Approaches ◽  
Current Signal ◽  
High Level ◽  
The Given

The complexity of the patterns associated with Atrial Fibrillation (AF) and the high level of noise affecting these patterns have significantly limited the current signal processing and shallow machine learning approaches to get accurate AF detection results. Deep neural networks have shown to be very powerful to learn the non-linear patterns in the data. While a deep learning approach attempts to learn complex pattern related to the presence of AF in the ECG, they can benefit from knowing which parts of the signal is more important to focus during learning. In this paper, we introduce a two-channel deep neural network to more accurately detect AF presented in the ECG signal. The first channel takes in a preprocessed ECG signal and automatically learns where to attend for detection of AF. The second channel simultaneously takes in the preprocessed ECG signal to consider all features of entire signals. The model shows via visualization that what parts of the given ECG signal are important to attend while trying to detect atrial fibrillation. In addition, this combination significantly improves the performance of the atrial fibrillation detection (achieved a sensitivity of 99.53%, specificity of 99.26% and accuracy of 99.40% on the MIT-BIH atrial fibrillation database with 5-s ECG segments.)

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