Assessing study approach in postgraduate physiotherapy students

Abstract

Introduction: Study approach is a concept about students' motivation on learning and the use of appropriate strategies. The different approaches of learning are superficial approach and a deep approach. Examination of students' study approaches has been a growing area of research in higher education to help identify students' strengths and weaknesses. It also provides teachers guidance for review, development of curriculum and teaching methodologies, most likely to support appropriate learning. Students in general, are expected to develop deep learning approach by adopting a deeper level processing, higher levels of critical thinking, and greater ability to engage in self-regulated learning. It becomes more important to know the approach used by postgraduate students, as they will be specializing in a particular subject. Therefore, the objective of this research was to assess the study motives and strategies adopted by postgraduate physiotherapy students. Materials and Methods: John Bigg's Revised Two Factor Study Process Questionnaire (R-SPQ-2F) was administered to 40 postgraduate physiotherapy students. Questionnaire has two approaches: deep approach and superficial approach, each containing two subscales: motives and strategy. Results: The mean scores of the deep approach were higher than superficial approach. The data analysis showed that physiotherapy postgraduate students significantly adopted deep approach (p<0.000). They were found to have deep motives and strategies compared to that of superficial. Conclusion: Our findings indicate that postgraduate physiotherapy students prefer a deep study approach with deep motives and strategies.