A comparative study of approaches to studying in Hong Kong and the United Kingdom

Abstract

Background. The study was conducted in the context of a number of comparative studies into student approaches to studying, particularly in an Asian context, and used the Revised Approaches to Studying Inventory (RASI). Aims. (i) Explore the cross cultural validity of the RASI; (ii) compare the approaches to studying of Hong Kong and UK students; (iii) examine the predictive validity of the RASI; (iv) investigate the relationships between age, gender and approach. Samples. The samples consisted of undergraduates at two institutions in Hong Kong (N = 183) and the UK (N = 225) following business studies and related degree programmes. Method. The RASI was administered in the course of a study skills workshop in which co‐operation was voluntary. Learning performance data from summative and formative assessments were used to examine the predictive validity of the RASI. Results. Principal components analysis was generally successful in reconstructing the three RASI scales; however the ‘relying on memorising’ subscale loaded ambiguously. The RASI failed to predict any aspect of learning performance for the Hong Kong sample, whilst for the UK sample there were some low correlations. An interaction of age and gender in their effect upon deep and strategic approaches was observed for the Hong Kong sample. Conclusions. (i) The conception of ‘Asian learners as rote learners' is not supported; (ii) approaches to studying should not be seen in isolation from contextual factors, particularly the demands of assessment regimes; (iii) conceptualisations of memorisation require further theoretical and empirical elaboration.

The impact of approaches to learning and cognition on academic performance in business and management

“…Examples include approaches to studying (Cassidy and Eachus, 1999;SadlerSmith, 1999a;Sadler-Smith and Tsang, 1998), learning preferences (Sadler-Smith ,1999b), instructional design (Clancey, Geertshuis, Holmes and Bristol, 2000;Sadler-Smith, 1996), form of assessment (Au, 1997), and even selfmanagement of learning under the National Vocational Qualifications scheme in the UK (Priddy and Williams, 2000). There are also a number of limited comparative studies in educational settings that look at differential results across measures of style but fail to link or compare these with other factors (e.g.…”

Estudio de los enfoques de aprendizaje en estudiantes de Magisterio y Psicopedagogía

“…La investigación en la influencia del género en los enfoques de aprendizaje no es muy común en este ámbito de estudio, y en los casos en que se analizan, o no se encuentran diferencias (Hernández Pina y otros, 2002), o éstas sólo se dan en algunas de las escalas e ítems (Olmedo, 2001;Sadler-Smith y Tsang, 1998;Zhang, 2000). A diferencia de estos estudios, los resultados de esta investigación aportan diferencias en el género en todas las escalas y enfoques.…”

“…En este sentido, los resultados de ésta y otras investigaciones (Sadler-Smith y Tsang, 1998;Zhang, 2000) muestran diferencias significativas según las características personales. Al igual que otros autores, sugerimos el aumento de estudios destinados a conocer las influencias de las diferencias individuales del alumnado, así como el porqué de estas diferencias.…”

“…Considera importante la autodisciplina, el orden y la sistematización, la planificación y la distribución del tiempo. Otras investigaciones están interesadas en la influencia de las diferencias individuales de los universitarios, tales como la edad y el género (Buendía y Olmedo, 2002;Dune y Richardson, 1994;Hernández Pina y otros, 2002;Sadler-Smith y Tsang, 1998;Zhang, 2000).…”

Matematik Öğrenme Yaklaşımları Ölçeği nin (MÖYÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

“…Öğrenme yaklaşımlarının hangi değişkenlerden etkilendiğini belirlemeye yönelik olarak gerçekleştirilen araştırmalar, öğrencilerin öğrenme yaklaşımlarına ilişkin tercihlerinin sabit olmayıp, içsel ve dışsal bir dizi faktöre bağlı olarak farklılık gösterdiğini ortaya koymuştur (Gordon & Debus, 2002;Hamm & Robertson, 2010). Öğrencilerin benimsedikleri öğrenme yaklaşımlarını etkileyen bu faktörlerden bazıları yaş, cinsiyet (Belge Can & Boz, 2012;Duff, 1999;Richardson, Morgan & Woodley, 1999;Sadler-Smith, 1996;Sadler-Smith & Tsang, 1998;Zhang, 2000), başarı yönelimi, kontrol odağı (Drew & Watkins, 1998, Watkins, 2001) ve benlik kavramı (Drew & Watkins, 1998) gibi öğrencinin kişisel özellikleri ile ilgilidir. Öğrencilerin benimsedikleri öğrenme yaklaşımları üzerinde belirleyici rol oynayan değişkenlerin bir kısmı ise, öğretim yöntemleri (Aydoğdu & Ergin, 2010, Biggs, 1987, değerlendirme yöntemleri (Biggs, 1987;Ramsden, 1988;Scouller, 1998) sınıf yönetimi, eğitim programı ve sınıf iklimi gibi öğretim bağlamı ile ilgili değişkenlerden oluşmaktadır (Dart vd., 2000).…”