Approaches to learning by undergraduate students: A longitudinal study

Duckwall, Julia M.; Arnold, Louise; Hayes, Jeannie

doi:10.1007/bf00992829

Cited by 14 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the association between deep approach and outcomes may be mediated by the effect of achieving approach on the deep-active factor. Previous studies (Duckwall, Arnold, & Hayes, 1991), found that ''meaning orientation'' and ''reproducing orientation'' were unrelated to outcomes, but factors like ''achievement motivation'' and ''study skills'' contributed to the academic performance of medical students. Further research identifying the specific subscales and the particular statements which contribute most to the prediction of approaches on outcomes may illuminate the relative predictive power of deep and strategic approaches (Richardson, 1990).…”

Section: Discussionmentioning

confidence: 98%

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Karagiannopoulou

Christodoulides

2005

International Journal of Educational Research

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 98%

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Karagiannopoulou

Christodoulides

2005

International Journal of Educational Research

View full text Add to dashboard Cite

“…However, a large body of research supports the conclusion that the study methods of high-achieving and underachieving university students are often strikingly different. 20,[22][23][77][78][79] High-achieving students, for example, tend to be persistent and schedule a specific time block every day for reading and review. Underachievers rarely block out time for study and are easily distracted, often succumbing to social opportunities or diver-sionary activities like talking to friends on the phone or taking a break to watch television.…”

Section: Does the Student Have Effective Study Habits?mentioning

confidence: 99%

Assessing and Helping Challenging Students: Part One, Why Do Some Students Have Difficulty Learning?

Hendricson¹,

Kleffner²

2002

Journal of Dental Education

View full text Add to dashboard Cite

When students struggle with routine assignments and fall behind classmates, a busy teacher may pigeonhole them as slow, give up on them, or become frustrated from failed efforts to bring them up to speed. Well-intentioned efforts to help struggling students by providing repetitions of the same experiences may fail because the specific cause of the sub-par performance was not identified. Six potential causes of inadequate student performance can serve as a diagnostic framework to help teachers pinpoint why a student is struggling academically: 1) cognitive factors, including poorly integrated, compartmentalized information, poor metacognition that hinders the student's ability to monitor and self-correct performance, bona fide learning disabilities that require professional assessment and treatment, and sensory-perceptual difficulties that may hinder performance in certain health care disciplines; 2) ineffective study habits, which are more common among professional students than faculty realize; 3) an inadequate educational experience (unclear objectives, poorly organized instruction, absence of coaching and timely feedback) or a punitive environment in which students avoid approaching instructors for assistance; 4) distraction due to nonacademic issues such as social relationships, health of a spouse, or employment; 5) dysfunctional levels of defensiveness that hinder student-teacher communication; and 6) underlying medical conditions that may affect student attentiveness, motivation, energy, and emotional balance. The objective of this article is to help faculty recognize potential underlying causes of a student's learning problems. Strategies for helping the academically struggling student are also introduced for several of these etiologies.

show abstract

“…In examinations, those students who are involved in deep learning strategy are more successful in comparison to those who are involved in surface learning strategy (Mayya, Rao, & Ramnarayana, 2004). According to previous studies, learning strategies and success in educational programs are related to each other (Duckwall, Arnold, & Hayes, 1991) and there is an inverse relation between academic performance and surface approach (Mayya, Rao, & Ramnarayana, 2004). According to results of a study conducted in Belgium on students of education and psychology courses, students who used surface approach to learning in their pre-university setting did not change their learning strategy from surface to deep approach.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

Ahmed

Ahmad

2017

JoEED

View full text Add to dashboard Cite

<p>A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles<br />on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.</p>

show abstract

Approaches to learning by undergraduate students: A longitudinal study

Cited by 14 publications

References 11 publications

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

The impact of Greek University students’ perceptions of their learning environment on approaches to studying and academic outcomes

Assessing and Helping Challenging Students: Part One, Why Do Some Students Have Difficulty Learning?

Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

Contact Info

Product

Resources

About