Approaches to learning in science: A longitudinal study

Zeegers, Petrus J.

doi:10.1348/000709901158424

Cited by 304 publications

(334 citation statements)

References 34 publications

Supporting

Mentioning

252

Contrasting

Unclassified

Order By: Relevance

“…Some researchers examined whether students' conceptions of learning differ across gender, grade levels and field of study in different countries. For instance, Zeegers' [17] study an Australian university, suggested that more mature (experienced) students tended to use deep strategies to process their learning tasks in science. Additionally, in Taiwan, Chiou, Liang and Tsai [4] examined the gender differences in students' conceptions of learning biology (COLB).…”

Section: Rationale Of the Studymentioning

confidence: 99%

Investigating of conceptions of learning biology with respect to gender, grade level and school type

Sadi

Çevik

2016

SHS Web of Conferences

View full text Add to dashboard Cite

Abstract. The aim of this study was to describe the students' conceptions of learning biology (COLB) and investigate students' COLB with respect to gender, grade level and school type. COLB questionnaire was implemented in 1691 high school students. In general, this study recognized students preferred higher-level conceptions of learning (increasing knowledge, application, understanding and seeing in a new way) to lower-level conceptions (memorizing, preparing for exams and calculating and practicing). Based on MANOVA results, there are statistically significant correlation between grade level, school type and categories of conceptions of learning biology. However, no interaction between students' gender and COLB factors was found, indicating that there was no statistically significant mean difference between male and female students with respect to all seven categories of COLB.

show abstract

Section: Rationale Of the Studymentioning

confidence: 99%

Investigating of conceptions of learning biology with respect to gender, grade level and school type

Sadi

Çevik

2016

SHS Web of Conferences

View full text Add to dashboard Cite

show abstract

“…A substantial body of empirical research indicates that students adapt their learning approach according to their perceptions of the learning environment (Biggs, 1978;Ramsden, 1992;Biggs and Moore, 1993;Prosser and Trigwell, 1999;Lucas, 2001, Zeegers, 2001. In reference to accounting education, Eley (1992) found that students' approaches to learning differed across different subjects within the same course.…”

Section: Approaches To Learning Of Accounting Studentsmentioning

confidence: 99%

“…The SPQ has been used extensively in prior research and has been shown to have satisfactory reliability and construct validity (Biggs, 1987a;Beattie et al, 1997;Booth et al, 1999;Zeegers, 2001;Davidson, 2002). The reliability of the SPQ in this study was assessed using Cronbach's (1951) Zeegers (2001)).…”

Section: Data Collectionmentioning

confidence: 99%

Changing the learning environment to promote deep learning approaches in first-year accounting students

Hall

Ramsay

Raven

2004

Accounting Education

212

168

View full text Add to dashboard Cite

Developing deep approaches to learning is claimed to enhance students' engagement with their subject material and result in improved analytical and conceptual thinking skills. Numerous calls have been made for accounting educators to adopt strategies that produce such results. This paper reports on changes to the learning environment centring on the introduction of group learning activities that were designed to improve the quality of students' learning outcomes. The impact of changes in the learning environment on students' approaches to learning, as measured by the Study Process Questionnaire (SPQ) (Biggs, 1987b), was then assessed. Results indicate that across the semester, accounting students exhibited a small but statistically significant increase in their deep learning approach, and a small but statistically significant reduction in their surface learning approach. The results suggest that accounting educators, through changes in the learning environment, may be able to influence the learning approaches adopted by accounting students.

show abstract

“…approach or another is overly simplistic (Entwistle, 2007), as is inferring that one approach is uniformly better than others (Beattie, Collins, & McInnes, 1997). Approaches to studying have been linked with age and experience (Beccaria, Kek, Huijser, Rose, & Kimmins, 2014;Zeegers, 2001) and with relatively stable personal traits like self-efficacy Prat-Sala & Redford, 2010). Nonetheless, a range of research studies have also found study approaches to be related to aspects of the learning environment (Baeten, Kyndt, Struyven, & Dochy, 2010;Kreber, 2003;Lizzio, Wilson, & Simons, 2002;Richardson, 2010;Sadlo & Richardson, 2003;Trigwell, Prosser, & Waterhouse, 1999).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Properties of the Short ASSISTScales

Bonsaksen¹

2018

Uniped

View full text Add to dashboard Cite

Background: The shortening of measurement scales may improve their feasibility, but may also affect the scales' measurement properties. This study investigated the psychometric properties of the short Norwegian Approaches and Study Skills Inventory for Students (ASSIST) among occupational therapy students.Methods: The students (n = 148) completed the Norwegian ASSIST and provided sociodemographic data. Scale structure was examined with Principal Components Analysis (PCA). Scale consistency was assessed with Cronbach's α. Bivariate associations between the full and short scales were examined with Pearson's r. Linear regression analyses were used to assess associations between scale scores and the students' average exam grade.Results: Three factors were confirmed, but one item did not fit within the deep approach scale. Cronbach's α for the scales ranged 0.64-0.71. The full-length scales were strongly associated with the corresponding short scales, r ranging 0.85-0.87. For the surface scales, the full-length and short scale scores were both associated with the students' average exam grade. For the strategic scale, only the full-length scale scores were associated with exam grade.Conclusions: The short scales of the Norwegian ASSIST have satisfactory psychometric properties and represent a feasible way of assessing students' study approaches in Norwegian higher education.

show abstract

Approaches to learning in science: A longitudinal study

Cited by 304 publications

References 34 publications

Investigating of conceptions of learning biology with respect to gender, grade level and school type

Investigating of conceptions of learning biology with respect to gender, grade level and school type

Changing the learning environment to promote deep learning approaches in first-year accounting students

Psychometric Properties of the Short ASSISTScales

Contact Info

Product

Resources

About