Approaches to learning of students from philology study groups, academic achievement and course satisfaction
Keywords:
approaches to learning,, learning outcomes,, Surface and Deep approach,, academic achievement,, course satisfaction.
Abstract
In the context of improving the quality of teaching and studies, numerous research focus on the differences in the ways students approach learning, which can significantly contribute to achieving learning outcomes. Approaches to learning represent a combination of motivations and strategies students use during the learning process, and they are most commonly categorized into Surface and Deep approach. Previous research findings on the relationship between approaches to learning and learning outcomes are inconclusive, and therefore, the aim of this research is to examine the relationship between students' approaches to learning, their academic achievement, and course satisfaction. The study involved 180 students from philology study groups, using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). The obtained results indicate that the Surface approach to learning negatively predicts academic success, while no connection was found between the Deep approach and students' academic achievement. On the other hand, a positive correlation was found between course satisfaction and the Deep approach to learning, both in terms of intrinsic motivation and surface strategy, as well as a negative correlation with the Surface approach to learning in the domain of instrumental motivation. The obtained results are significant for teaching practice, particularly for the purpose of improving teaching and achieving cognitive and affective learning outcomes. Additionally, the findings and conclusions provide guidance on supporting students in applying the Deep approach and strategies in the learning process, as well as on inhibiting the Surface approach to learning.
References
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Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), 241-250. https://doi.org/10.1016/j.lindif.2006.12.001
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Herrmann, K. J., McCune, V., & Bager-Elsborg, A. (2017). Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre utbildning, 7(1), 29-42. https://doi.org/10.23865/hu.v7.905
Karagiannopoulou, E., & Christodoulides, P. (2005). The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 43(6), 329-350. https://doi.org/10.1016/j.ijer.2006.05.002
Karagiannopoulou, E., & Milienos, F. S. (2014). Testing two path models to explore relationships between students’ experiences of the teaching-learning environment, approaches to learning and academic achievement. Educational Psychology, 35(1), 26-52. https://doi.org/10.1080/01443410.2014.895800
Kember, D., & Leung, D. Y. P. (1998a). The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68(3), 395-407. https://doi.org/10.1111/j.2044-8279.1998.tb01300.x
Kember, D., & Leung, D. Y. P. (1998b). Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293-307. https://doi.org/10.1080/0144341980180303
Kember, D., Leung, D. Y. P., & McNaught, C. (2008). A workshop activity to demonstrate that approaches to learning are influenced by the teaching and learning environment. Active Learning in Higher Education, 9(1), 43-56. https://doi.org/10.1177/1469787407086745
Lake, W., & Boyd, W. (2015). Age, maturity and gender, and the propensity towards surface and deep learning approaches amongst university students. Creative Education, 6(22), 2361-2371. https://doi.org/10.4236/ce.2015.622242
Lindblom-Ylänne, S. (2003). Broadening an understanding of the phenomenon of dissonance. Studies in Higher Education, 28(1), 63-77. https://doi.org/10.1080/03075070309306
Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
Loewenthal, K. M. (2004). An introduction to psychological tests and scales (2nd ed.). Psychology Press.
Maciejewski, W., & Merchant, S. (2015). Mathematical tasks, study approaches, and course grades in undergraduate mathematics: A year-by-year analysis. International Journal of Mathematical Education in Science and Technology, 47(3), 373-387. https://doi.org/10.1080/0020739X.2015.1072881
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Marinović, L. (2015). Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F. Suvremena psihologija, 18(2), 191-209.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 39-58). Scottish Academic Press.
Nausheen, M., & Richardson, P. W. (2013). The relationships between the motivational beliefs, course experiences and achievement among postgraduate students in Pakistan. Higher Education Research & Development, 32(4), 603-616. https://doi.org/10.1080/07294360.2012.709485
Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469-494. https://doi.org/10.1007/s11162-008-9088-5
Nijhuis, J. F. H., Segers, M. S. R., & Gijselaers, W. H. (2005). Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environments Research, 8(1), 67-93. https://doi.org/10.1007/s10984-005-7950-3
Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. The British Journal of Educational Psychology, 80(2), 269-282. https://doi.org/10.1348/000709909X476946
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16(2), 129–150. https://doi.org/10.1080/03075079112331382944
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge. https://doi.org/10.4324/9780203507711
Richardson, J. T. E., Dawson, L., Sadlo, G., Jenkins, V., & Mcinnes, J. (2007). Perceived academic quality and approaches to studying in the health professions. Medical Teacher, 29(5), e108-e116. https://doi.org/10.1080/01421590701529389
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16(4), 279-294. https://doi.org/10.1016/j.learninstruc.2006.07.001
Tabachnick, B. G., & Fidell, L. S. (2021). Using multivariate statistics (7th ed.). Pearson.
Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22(3), 251-266. https://doi.org/10.1007/BF00132290
Trigwell, K., & Prosser, M. (2020). Exploring university teaching and learning: Experience and context. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-50830-2
Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83(3), 363-378. https://doi.org/10.1111/j.2044-8279.2012.02066.x
Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. https://doi.org/10.1080/03075079.2010.549220
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Uiboleht, K., Karm, M., & Postareff, L. (2018). The interplay between teachers’ approaches to teaching, students’ approaches to learning and learning outcomes: A qualitative multi-case study. Learning Environments Research, 21(3), 321-347. https://doi.org/10.1007/s10984-018-9257-1
Vermunt, J., & Minnaert, A. (2003). Dissonance in student learning patterns: When to revise theory? Studies in Higher Education, 28(1), 49-61. https://doi.org/10.1080/03075070309301
Wong, N., Lin, W., & Watkins, D. (1996). Cross‐cultural validation of models of approaches to learning: An application of confirmatory factor analysis. Educational Psychology, 16(3), 317-327. https://doi.org/10.1080/0144341960160308
Zakariya, Y. F., & Massimiliano, B. (2022). Short form of revised two-factor study process questionnaire: Development, validation, and cross-validation in two European countries. Studies in Educational Evaluation, 75. https://doi.org/10.1016/j.stueduc.2022.101206
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Biggs, J. B. (1978). Individual and group differences in study processes. British Journal of Educational Psychology, 48(3), 266-279. https://doi.org/10.1111/j.2044-8279.1978.tb03013
Biggs, J. B. (1987a). Student approaches to learning and studying. Australian Council for Educational Research.
Biggs, J. B. (1987b). Study Process Questionnaire manual. Australian Council for Educational Research.
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). The Society for Research into Higher Education & Open University Press.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. The British Journal of Educational Psychology, 71(1), 133-149. https://doi.org/10.1348/000709901158433
Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57(2), 141-158. https://doi.org/10.1177/0741713606294235
Cano, F., Martin, A. J., Ginns, P., & Berbén, A. B. G. (2018). Students’ self-worth protection and approaches to learning in higher education: Predictors and consequences. Higher Education, 76(1), 163-181. https://doi.org/10.1007/s10734-017-0215-0
Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), 241-250. https://doi.org/10.1016/j.lindif.2006.12.001
Diseth, Å. (2002). The relationship between intelligence, approaches to learning and academic achievement. Scandinavian Journal of Educational Research, 46(2), 219-230. https://doi.org/10.1080/00313830220142218
Diseth, Å. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17(2), 143-155. https://doi.org/10.1002/per.469
Diseth, Å. (2007). Approaches to learning, course experience and examination grade among undergraduate psychology students: Testing of mediator effects and construct validity. Studies in Higher Education, 32(3), 373-388. https://doi.org/10.1080/03075070701346949
Diseth, Å., & Martinsen, Ø. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23(2), 195-207. https://doi.org/10.1080/01443410303225
Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. Croom Helm.
Entwistle, N., McCune, V., & Scheja, M. (2006). Student learning in context: Understanding the phenomenon and the person. In L. Verschaffel, F. Dochy, M. Boekaerts, & S. Vosniadou (Eds.), Instructional psychology: Past, present and future trends (pp.131-148). Elsevier.
Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15(1), 33-48. https://doi.org/10.1007/BF03173165
Fryer, L. K., & Ginns, P. (2017). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology, 38(8), 1032-1049. https://doi.org/10.1080/01443410.2017.1403568
Gijbels, D., & Dochy, F. (2006). Students’ assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32(4), 399-409. https://doi.org/10.1080/03055690600850354
Gijbels, D., Coertjens, L., Vanthournout, G., Struyf, E., & Van Petegem, P. (2009). Changing students’ approaches to learning: A two‐year study within a university teacher training course. Educational Studies, 35(5), 503-513. https://doi.org/10.1080/03055690902879184
Gijbels, D., de Watering, G. V., Dochy, F., & den Bossche, P. V. (2005). The relationship between students’ approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education, 20(4), 327-341. https://doi.org/10.1007/BF03173560
Guo, J., Yang, L., & Shi, Q. (2017). Effects of perceptions of the learning environment and approaches to learning on Chinese undergraduates’ learning. Studies in Educational Evaluation, 55(4), 125-134. https://doi.org/10.1016/j.stueduc.2017.09.002
Hazel, E., Prosser, M., & Trigwell, K. (2002). Variation in learning orchestration in university biology courses. International Journal of Science Education, 24(7), 737-751. https://doi.org/10.1080/09500690110098886
Herrmann, K. J., Bager-Elsborg, A., & Parpala, A. (2016). Measuring perceptions of the learning environment and approaches to learning: Validation of the learn questionnaire. Scandinavian Journal of Educational Research, 61(5), 526-539. https://doi.org/10.1080/00313831.2016.1172497
Herrmann, K. J., McCune, V., & Bager-Elsborg, A. (2017). Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis. Högre utbildning, 7(1), 29-42. https://doi.org/10.23865/hu.v7.905
Karagiannopoulou, E., & Christodoulides, P. (2005). The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes. International Journal of Educational Research, 43(6), 329-350. https://doi.org/10.1016/j.ijer.2006.05.002
Karagiannopoulou, E., & Milienos, F. S. (2014). Testing two path models to explore relationships between students’ experiences of the teaching-learning environment, approaches to learning and academic achievement. Educational Psychology, 35(1), 26-52. https://doi.org/10.1080/01443410.2014.895800
Kember, D., & Leung, D. Y. P. (1998a). The dimensionality of approaches to learning: An investigation with confirmatory factor analysis on the structure of the SPQ and LPQ. British Journal of Educational Psychology, 68(3), 395-407. https://doi.org/10.1111/j.2044-8279.1998.tb01300.x
Kember, D., & Leung, D. Y. P. (1998b). Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293-307. https://doi.org/10.1080/0144341980180303
Kember, D., Leung, D. Y. P., & McNaught, C. (2008). A workshop activity to demonstrate that approaches to learning are influenced by the teaching and learning environment. Active Learning in Higher Education, 9(1), 43-56. https://doi.org/10.1177/1469787407086745
Lake, W., & Boyd, W. (2015). Age, maturity and gender, and the propensity towards surface and deep learning approaches amongst university students. Creative Education, 6(22), 2361-2371. https://doi.org/10.4236/ce.2015.622242
Lindblom-Ylänne, S. (2003). Broadening an understanding of the phenomenon of dissonance. Studies in Higher Education, 28(1), 63-77. https://doi.org/10.1080/03075070309306
Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52. https://doi.org/10.1080/03075070120099359
Loewenthal, K. M. (2004). An introduction to psychological tests and scales (2nd ed.). Psychology Press.
Maciejewski, W., & Merchant, S. (2015). Mathematical tasks, study approaches, and course grades in undergraduate mathematics: A year-by-year analysis. International Journal of Mathematical Education in Science and Technology, 47(3), 373-387. https://doi.org/10.1080/0020739X.2015.1072881
Marinović, L. (2014). Ispitivanje odnosa percepcije kvalitete kolegija, nekih aspekata motivacije te studentskoga dostignuća i zadovoljstva. Društvena istraživanja - Časopis za opća društvena pitanja, 23(4), 681-700. http://dx.doi.org/10.5559/di.23.4.07
Marinović, L. (2015). Psihometrijske osobine revidiranog upitnika procesa učenja, R-SPQ-2F. Suvremena psihologija, 18(2), 191-209.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (pp. 39-58). Scottish Academic Press.
Nausheen, M., & Richardson, P. W. (2013). The relationships between the motivational beliefs, course experiences and achievement among postgraduate students in Pakistan. Higher Education Research & Development, 32(4), 603-616. https://doi.org/10.1080/07294360.2012.709485
Nelson Laird, T. F., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49(6), 469-494. https://doi.org/10.1007/s11162-008-9088-5
Nijhuis, J. F. H., Segers, M. S. R., & Gijselaers, W. H. (2005). Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environments Research, 8(1), 67-93. https://doi.org/10.1007/s10984-005-7950-3
Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. The British Journal of Educational Psychology, 80(2), 269-282. https://doi.org/10.1348/000709909X476946
Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16(2), 129–150. https://doi.org/10.1080/03075079112331382944
Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge. https://doi.org/10.4324/9780203507711
Richardson, J. T. E., Dawson, L., Sadlo, G., Jenkins, V., & Mcinnes, J. (2007). Perceived academic quality and approaches to studying in the health professions. Medical Teacher, 29(5), e108-e116. https://doi.org/10.1080/01421590701529389
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. https://doi.org/10.1037/a0026838
Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16(4), 279-294. https://doi.org/10.1016/j.learninstruc.2006.07.001
Tabachnick, B. G., & Fidell, L. S. (2021). Using multivariate statistics (7th ed.). Pearson.
Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22(3), 251-266. https://doi.org/10.1007/BF00132290
Trigwell, K., & Prosser, M. (2020). Exploring university teaching and learning: Experience and context. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-50830-2
Trigwell, K., Ashwin, P., & Millan, E. S. (2013). Evoked prior learning experience and approach to learning as predictors of academic achievement. British Journal of Educational Psychology, 83(3), 363-378. https://doi.org/10.1111/j.2044-8279.2012.02066.x
Trigwell, K., Ellis, R. A., & Han, F. (2012). Relations between students’ approaches to learning, experienced emotions and outcomes of learning. Studies in Higher Education, 37(7), 811-824. https://doi.org/10.1080/03075079.2010.549220
Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37(1), 57-70. https://doi.org/10.1023/A:1003548313194
Uiboleht, K., Karm, M., & Postareff, L. (2018). The interplay between teachers’ approaches to teaching, students’ approaches to learning and learning outcomes: A qualitative multi-case study. Learning Environments Research, 21(3), 321-347. https://doi.org/10.1007/s10984-018-9257-1
Vermunt, J., & Minnaert, A. (2003). Dissonance in student learning patterns: When to revise theory? Studies in Higher Education, 28(1), 49-61. https://doi.org/10.1080/03075070309301
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