Comparing The Learning Approaches Using Biggs Revised Study Process Questionnaire (R-SPQ-2F) Among Dental Undergraduates

Ali, Kiran Fatima Mehboob; Rizvi, Kulsoom Fatima

doi:10.25301/jpda.282.68

Cited by 8 publications

(3 citation statements)

References 18 publications

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“…Furthermore, a study on medical students documented that deep learning was used more in clinical years of study as compared to pre-clinical years (Mehboob Ali & Rizvi, 2019) while another study found more deep learning among postgraduates than undergraduates (Sandover et al, 2015). However, all years of study use a deep approach more than a surface approach as found in many other studies on students in different settings (Mehboob Ali & Rizvi, 2019;Mirghani et al, 2014;Shah et al, 2016;Tetik et al, 2009). Moreover, the mean score of deep learning was slightly lower in medical students as compared to nonmedical students in our study.…”

Section: Discussionmentioning

confidence: 90%

“…Besides, some studies found constant mean scores for deep and surface approaches across years of study (Cebeci et al, 2013; Mirghani et al, 2014). Furthermore, a study on medical students documented that deep learning was used more in clinical years of study as compared to pre-clinical years (Mehboob Ali & Rizvi, 2019) while another study found more deep learning among postgraduates than undergraduates (Sandover et al, 2015). However, all years of study use a deep approach more than a surface approach as found in many other studies on students in different settings (Mehboob Ali & Rizvi, 2019; Mirghani et al, 2014; Shah et al, 2016; Tetik et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students

et al. 2023

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Learning approaches are assumed as the utmost important aspect in all academic proceedings. With the identification of students’ learning approaches, relevant institutes can devise appropriate instructional strategies. Many models have been used to explore learning approaches and styles among students, but mostly in the developed world. Literature is further scarce in the Arab region. This study aimed to assess the construct validity and reliability of the revised Biggs Study Process Questionnaire-2-factor (R-SPQ-2F) both in English and Arabic. The study also explored the learning approaches among students at King Abdulaziz University Jeddah, Kingdom of Saudi Arabia. This cross-sectional study comprised 556 participants and was carried out from October 15th, 2020, to January 15th, 2021. The reliability of the complete scale and its subscales showed good reliability, Cronbach’s α ranges from .881 to .925. Confirmatory factor analysis (CFA) showed no notable discriminant and convergent validity concerns, and all fit indices were well above threshold levels for both English and Arabic Versions. A significantly higher median deep learning score was observed in males and students with ≥4.0 GPA ( p = .018 and .012, respectively).

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students

et al. 2023

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“…The questionnaires were administered by the researchers in person to each participant during break time. The study used Bigg's Revised two-factor Process Study Questionnaire (R-SPQ-2F) (Biggs et al, 2001;Pérez-de-Castro, 2020;Ali & Rizvi, 2019). The items on the Likert scale which were 5 under Biggs' R-SPQ-2F were modified a bit to suit the context of this study to be four main items or options (Strongly Agree = 4, Agree = 3, Disagree = 2 & Strongly Disagree = 1).…”

Section: Methodsmentioning

confidence: 99%

Students' Approaches to Learning the New B. Ed. Programme in Ghana: Evidence from Colleges of Education within Mampong Municipality

Azewara¹,

Agyeman²,

Dawson-Ahmoah³

et al. 2021

SER

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This paper explores the use of surface and deep learning strategies of students in two Colleges of Education within Mampong Municipality: St. Monica's College (Single-Sex College-Female) and Mampong Technical College (Single-Sex College-Male) who were enrolled to read a Four-Year Bachelor of Education programme. Drawing on Biggs et al.'s Revised Study Questionnaire (2001), the study investigates whether student-teachers adopt a predominantly surface or deep learning approach to their studies for the New B. Ed. programme introduced into the Colleges of Education. From February to April 2021, we employed a quantitative cross-sectional design. A self-administered questionnaire was used to collect data from 332 participants (level 200 and 300) who were enrolled to study the four-year B. Ed. programme which was introduced in 2018. One-way analysis of variance (ANOVA) and t-tests were used to examine participants' age, sex and level of study in correlation with their learning approaches (Deep or Surface). A significant difference in the Deep learning approach was found between males and females in both schools (p = 0.47). However, there was no significant difference between age, level and learning approach. Their responses were analysed using descriptive statistics. Findings suggest that student-teachers appear to adopt deep learning strategies in their studies at Colleges of Education and that this approach to learning was used regardless of the discipline in which they were enrolled.

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Assessment of Learning Approaches of Saudi Dental Students Using the Revised Two-Factor Study Process Questionnaire: A Cross-Sectional Study

AlAhmari¹,

Basudan²,

Shaheen³

2023

TODENTJ

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Purpose The aim of this study was to assess the learning approaches of undergraduate dental students in Saudi Arabia. Methods This was a cross-sectional study in which an electronic questionnaire using the Biggs Revised two-factor Study Process Questionnaire (R-SPQ-2F) was completed by 222 undergraduate dental students from 1st year to 5th year. R-SPQ-2F contains 20 items to measure learning approaches through a structural model contrasting deep and surface learning. Results The mean value of the deep approach was higher among 4th- and 5th-year students than among 1st-, 2nd-, and 3rd-year students. The mean values of the surface approach in male subjects and subjects with lower grade point averages were statistically significant higher than those of the deep approach. Conclusion This study highlights that dental students have a greater tendency to adopt the surface approach when they are in preclinical years and in the 3rd year, when they experience a transition to clinical training. A deep approach to learning was mostly adopted among 4th- and 5th-year dental students. The surface approach was higher among male than female students. Students who used a deep approach had higher academic achievement than students who used a surface approach.

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Comparing The Learning Approaches Using Biggs Revised Study Process Questionnaire (R-SPQ-2F) Among Dental Undergraduates

Cited by 8 publications

References 18 publications

Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students

Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students

Students' Approaches to Learning the New B. Ed. Programme in Ghana: Evidence from Colleges of Education within Mampong Municipality

Assessment of Learning Approaches of Saudi Dental Students Using the Revised Two-Factor Study Process Questionnaire: A Cross-Sectional Study

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