Evaluating the quality of student learning. I—An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level

Meyer, Jan; Müller, Mira

doi:10.1080/03075079012331377471

Cited by 83 publications

(75 citation statements)

References 17 publications

(13 reference statements)

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“…Meyer and Muller (1990) identified associations between students' perceptions of the learning context and their approaches to studying in terms of deep/achieving and surface/reproducing aspects of learning. The use of discrete categories to conceptualise approaches to study however has psychometric limitations.…”

Section: Introductionmentioning

confidence: 98%

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

Volet

Renshaw

1995

High Educ

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Abstract. International education and university study exchange programs are now widely established around the world. Yet little is known about possible cultural differences in international and local students' goals and perceptions, and about how international students adapt to the specific academic requirements of the host country. The mediating role of student's goals and perceptions, as well as the dynamic and adaptive nature of those cognitions have been emphasised in theories of self-regulation of learning and empirical research on student learning. The present study examined the extent to which international students' ways of thinking about learning, learning goals and perceptions of the usefulness of typical university study contexts differ from local students at the beginning of their study in the host university, and then become similar to that of local students after a period of time. Comparisons of matched groups of international students (from South-east Asia) and local (Australian) students revealed evidence of cultural/educational differences between their conceptualisation of goals at the beginning of their university study but this difference disappeared after one semester. At the start of their university study, South-east Asian students displayed higher levels of goals than local students, but neither group was certain yet which study settings would be most useful for achieving their personal goals. After one semester, South-east Asian students had become more like local students but the two groups' overall patterns of change over time were similar, providing further support for the view that the specific characteristics of study environments have a strong impact on students' learning, South-east Asian students' clear differentiation of the usefulness of typical study settings for the achievement of high vs low level goals however, contrasted with local students' undifferentiated view that individual study is the most useful form of learning.

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Section: Introductionmentioning

confidence: 98%

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

Volet

Renshaw

1995

High Educ

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“…Previous studies have investigated and reported differential forms of learning behaviour on the basis of purely empirical evidence (Meyer and Muller 1990) as well as interview data (Meyer 1991, Parsons 1992, Cliff 1992) and have formulated a categorical basis for distinguishing between them , Meyer 1991. More recently, an exhaustive categorisation procedure has been proposed that can be applied to inventory response data and executed by means of programmable logic (Meyer 1994).…”

Section: Qualitatively Contrasting Forms Of Learning Behaviourmentioning

confidence: 97%

“…The categofisation procedure treats ASI subscale responses as preference structures determined, for each individual, on the basis of a normalised ranking of the response score variables (Meyer and Muller 1990). Each such individual structure is then examined (on a true/false basis) for embedded features that can conceptually be used as a basis for risk categorisation.…”

Section: Qualitatively Contrasting Forms Of Learning Behaviourmentioning

confidence: 99%

“…The application of a non-linear, individual-difference, statistical model (based on multidimensional unfolding analysis) has established a powerful methodology for exploring empirical manifestations of qualitative individual differences (Meyer and Muller 1990). As a consequence, an evaluation of 'quality' in student learning has been facilitated in a number of quite different discipline-specific and other contexts -at both a group, and at an individual, level of analysis (Meyer and Sass 1993, Meyer et al 1992, Meyer and Watson 1991, Meyer 1991, Parsons 1993, Cliff 1992.…”

Section: Qualitatively Contrasting Forms Of Learning Behaviourmentioning

confidence: 99%

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Impressions of disadvantage: II-Monitoring and assisting the student at risk

1994

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Abstract. Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. 'At risk' in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours.The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught 'study skills,' but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus.The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur.

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“…19 Die navorsingsontwerp word vervolgens onder die loep geneem. Die studente in die Departement Elektriese en Siviele Ingenieurswese is vervolgens op grond van 'n gestratifiseerde, ewekansige steekproef in twee groepe elk (eksperimentele groep en kontrolegroepe) verdeel.…”

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The impact of tutorials on achievement in mathematics of first year students

Maree

Louw

Millard

2004

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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UITTREKSEL INLEIDINGDie wiskundeslaagsyfer aan sekondêre skole is wêreldwyd onbevredigend. Internasionale studies het onderprestasie in wiskunde tewens as 'n tendens beklemtoon.1 Die verskynsel is by etlike geleenthede internasionaal vergelyk en die Third International Mathematics and Science Study-Repeat (TIMSS-R) het getoon dat die studente in Suid-Afrika besonder swak in wiskunde vaar. Hulle het die swakste onder die 38 lande wat deelgeneem het, presteer.2 Anstey 3 rapporteer vervolgens dat slegs 23% van die graad 12-leerders in die land tussen 1990 en 1995 wiskunde in die graad 12-eksamen geslaag het.Etlike faktore wat swak prestasie in wiskunde veroorsaak en vererger, is reeds in die literatuur onder die loep geneem. So het betekenisvolle veranderinge in die hoëronderwyssektor, wat dikwels uit ekonomiese en politieke oorwegings spruit, meegebring dat die studentetal van lesinggroepe drasties verhoog het. Instansies word gedwing om meer studente te registreer ten einde hul staatsubsidie te behou. Studente bly 'n onpersoonlike massa en persoonlike kontak met die fasiliteerder vind selde plaas.4 Technikon Noord-Gauteng (TNG) ** is 'n historiesagtergeblewe instansie en die meerderheid studente alhier kom uit histories-agtergeblewe gemeenskappe. Een van die moontlike uitkomste van studente se agterstand is dat hulle dikwels onvoorbereid vir tersiêre onderwys is. 'n Bydraende faktor tot veral die swak prestasie onder eerstejaarstudente alhier, is die feit dat die studente dikwels nie oor handboeke en sakrekenaars beskik nie.5 Die meeste van die studente in eerstejaarwiskunde (vakkode: MTHS1) kan as 'riskant' beskou word, vanweë 'n aantal faktore waaraan hulle blootgestel is (die woord 'riskant' word gebruik om te verwys na studente wat aan 'n wye reeks opvoedkundige faktore blootgestel is, insluitend die manifestasie van onaanvaarbare sosiale gedrag, die onvermoë om die pas tydens lesings vol te hou en mislukte pogings om positief op basiese akademiese vaardighede te reageer).Ander faktore wat onderprestasie in wiskunde in die hand werk en wat vermoedelik by TNG teenwoordig is, 6 is onder meer groot klasgroepe, swak opgeleide skoolopvoeders, 'n gebrek aan handboeke, die onderrigmedium, toelatingskriteria, en ondoeltreffende studiegewoontes. Freudenthal 7 beweer dat wiskunde meer vatbaar vir swak onderrig as enige ander vak is.By TNG word onderprestasie as 'n slaagsyfer onder 50% vir MTHS1 gedefinieer. Studente moet 'n jaarpunt van ten minste 40% behaal om toelating tot die eksamen te verkry. Onderprestasie vir die groep as geheel beteken dat die persentasie studente wat nie toelating gekry het nie, hoër as 20% is. In semester een van 1999 het die MTHS1-uitslae 'n algehele laagtepunt bereik. Die slaagsyfer was 32,73% en die persentasie studente wat nie toelating gekry het nie, 35,45%. PROBLEEMSTELLINGDie spesifieke verskynsel wat tot die onderhawige navorsing aanleiding gegee het, was die feit dat MTHS1-studente aan TNG selde hul huiswerk doen en dus geen inoefening in wiskundetegnieke gekry het nie. Die primêre n...

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Evaluating the quality of student learning. I—An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level

Cited by 83 publications

References 17 publications

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

Cross-cultural differences in university students' goals and perceptions of study settings for achieving their own goals

Impressions of disadvantage: II-Monitoring and assisting the student at risk

The impact of tutorials on achievement in mathematics of first year students

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