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.

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.

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 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.

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.

scholarly journals Construct Validity of the Two-Factor Revised Learning Process Questionnaire in a Singapore High School

2018 ◽  
Vol 8 (2) ◽  
pp. 159
Author(s):  
Chiu Wai Chow ◽  
Elaine Chapman
Keyword(s):  
High School ◽  
High School Students ◽  
Construct Validity ◽  
Learning Process ◽  
Factor Model ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
School Students ◽  
Confirmatory Factor Analyses

The Revised Two-factor Learning Process Questionnaire (R-LPQ-2F) is an instrument for assessing students&rsquo; learning approaches at the high school level. The instrument has significant potential for use in Singapore schools, but as yet, has not been validated in this context. This study evaluated the validity attributes of the R-LPQ-2F in a sample of Singapore senior high school students. The sample comprised 455 Year 11 students (266 male, 189 female) from Singapore. The internal structure of the R-LPQ-2F was evaluated by replicating the confirmatory factor analyses published in previous validations of the instrument, and assessing its internal consistencies and inter-scale correlations. Relationships between the R-LPQ-2F subscales and external variables were also evaluated. Results indicated that for the Deep Approach scale, a one-factor model fit the data well. For the Surface Approach scale, a four-factor model (Fear of Failure; Aim for Qualification; Minimizing Scope of Study; and Memorization) was found to fit the data best. Correlations between scores on the R-LPQ-2F subscales, on the Motivated Strategies for Learning Questionnaire, and a physics achievement test demonstrated expected patterns of correlation. Overall, results obtained in this study supported the construct validity of the R-LPQ-2F for use with Singapore high school students.

scholarly journals Validity concerns with the Revised Study Process Questionnaire (R-SPQ-2F) in undergraduate anatomy & physiology students

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250600
Author(s):  
Staci N. Johnson ◽  
Eliza D. Gallagher ◽  
Anna Marie Vagnozzi
Keyword(s):  
Student Learning ◽  
Research University ◽  
A Priori ◽  
Approaches To Learning ◽  
Comparative Case Study ◽  
Learning Approaches ◽  
Course Material ◽  
Quantitative Results ◽  
Study Process ◽  
Survey Responses

The 20-question Revised Study Process Questionnaire (R-SPQ-2F), which is frequently used to categorize student learning approaches as either deep or surface, was administered to three sections of Anatomy & Physiology (A&P) courses at a highest research university in the southeastern United States as part of a larger research project. Two hundred thirty-one (231) respondents completed the full survey and 11 participants were recruited to a comparative case study. Initial review of interview transcripts raised concerns about the validity of the R-SPQ-2F results with the population of interest. Interview transcripts were coded using a priori codes corresponding to the R-SPQ-2F items, and qualitative and quantitative results were then triangulated. Additional survey responses were collected in a subsequent semester and a confirmatory factor analysis (CFA) was performed using the complete responses from 381 students. The CFA yielded similar or better measures of reliability and fit to the two-factor structure as those in previously reported work by other authors. Nonetheless, findings from triangulation suggest that the R-SPQ-2F was not able to group students by deep and surface approaches to learning in the context of an undergraduate A&P course. In addition, six interviews (3 deep, 3 surface) demonstrated a new theme of surface leading to deep with participants indicating that memorization was necessary for the purpose of gaining a full understanding of the course material. This mixed method analysis calls into question whether the results are valid for separating student approaches into the previously published descriptions of deep and surface approaches. The finding of the surface leading to deep orientation, which may align with previous descriptions of an achieving approach, has significant implications for both research and instruction, as memorizing and other “surface” strategies are often minimized and discouraged, yet are an important step in student learning.

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 Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students

2014 ◽  
Vol 11 ◽  
pp. 19 ◽  
Author(s):  
Victor Mogre ◽  
Anthony Amalba
Keyword(s):  
Internal Consistency ◽  
Medical Training ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Surface Approach ◽  
Cronbach's Alpha ◽  
Factor Study ◽  
Study Process

Purpose: We investigated the validity and reliability of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in preclinical students in Ghana. Methods: The R-SPQ2F was administered to 189 preclinical students of the University for Development Studies, School of Medicine and Health Sciences. Both descriptive and inferential statistics with Cronbach’s alpha test and factor analysis were done. Results: The mean age of the students was 22.69 ± 0.18 years, 60.8% (n = 115) were males and 42.3% (n = 80) were in their second year of medical training. The students had higher mean deep approach scores (31.23 ± 7.19) than that of surface approach scores (22.62 ± 6.48). Findings of the R-SPQ2F gave credence to a solution of two-factors indicating deep and surface approaches accounting for 49.80% and 33.57%, respectively, of the variance. The scales of deep approach (Cronbach’s alpha, 0.80) and surface approach (Cronbach’s alpha, 0.76) and their subscales demonstrated an internal consistency that was good. The factorial validity was comparable to other studies. Conclusion: Our study confirms the construct validity and internal consistency of the R-SPQ2F for measuring approaches to learning in Ghanaian preclinical students. Deep approach was the most dominant learning approach among the students. The questionnaire can be used to measure students’ approaches to learning in Ghana and in other African countries.

scholarly journals A Re-Evaluation of the Approaches to Learning Questionnaire

2020 ◽  
Author(s):  
Alexander Whitelock-Wainwright ◽  
Dragan Gasevic ◽  
Trev Wood ◽  
Kris Ryan
Keyword(s):  
Learning Strategies ◽  
Structural Equation ◽  
Approaches To Learning ◽  
Critical Examination ◽  
Final Sample ◽  
Confirmatory Factor ◽  
Analysis Strategies ◽  
Factor Study ◽  
Study Process ◽  
Using Data

Scores obtained from the Revised Two Factor Study Process Questionnaire are regularly used to profile students as being Deep or Surface learners. A critical examination of how this particular instrument was both developed and validated does, however, raise questions over what is being measured. Possible factor models have been tested – guided by the original theorising – yet consensus has not been achieved over what is a permissible representation. Aside from uncertainties around model candidature agreement, researchers continue to adopt item parcelling when analysing data collected using this instrument. This is often undertaken without any exploration of whether the assumptions of item-parcelling (e.g., no cross-loadings) are violated or not. Two research questions are explored in this work, motivated by the associated problems with model structure and analysis strategies. Using data collected from a final sample of 1,158 students, three model representations were tested using both Exploratory Structural Equation Modelling and Confirmatory Factor Analysis. Findings were not in-line with the originally presented results in terms of model acceptability. More importantly, the results raise questions around the construct validity of the Revised Two Factor Study Process Questionnaire. Discussion of these results centres on why item parcelling is not recommended when using this instrument and general concerns around what is being measured. Recommendations on alternative approaches to measuring learning strategies are offered, alongside a critical examination of the underlying model.

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
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