Evaluation of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) for Student Teacher Approaches to Learning

Martinelli, Victor; Raykov, Milosh

doi:10.5901/jesr.2017.v7n2p9

Cited by 17 publications

(16 citation statements)

References 14 publications

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“…Findings show that students use the deep approach than the surface approach although additional statistics suggests that the students might have employed both approaches in the study of Economics. This finding is consistent with that of Martinelli and Raykov (2017) which reported that overall students' scores for the deep and surface approaches are invariant in regard to gender and the year of study with high scores consistently reported for the deep approach compared with the surface approach. The present findings corroborates the assertion made by Entwistle et al (1979) that deep and surface approaches had developed into fairly regular interconnected learning behaviours as these approaches were apparent simultaneously across different learning tasks.…”

Section: Discussion Of Findingssupporting

confidence: 90%

“…Shah et al (2006) established internal consistency co-efficients ranging from 0.71 to 0.72 from a sample of medical students in Nepal. Martinelli and Raykov (2017) indicated acceptable internal consistency coefficients of 0.73 and 0.75 for deep and surface approaches, respectively, using Cronbach's Alpha in a sample of prospective teachers, while Tasdemir et al (2014) established Cronbach alpha values of 0.79 for the deep approach and 0.74 for the surface approach from a sample of prospective teachers in Turkey. For the present study, Cronbach Alpha values of 0.86 and 0.75 for deep and surface approaches, respectively, were established.…”

Section: The Revised Two Factor Study Process Questionnaire (R-spq-2f)mentioning

confidence: 96%

“…Suffice it to mention that the duo of deep and surface approaches have been validated across different cultural contexts, disciplines and milieu (Fox, McManus & Winder, 2001;Martinelli & Raykov, 2017;Mogre & Amalba, 2014;Phan & Deo, 2007;Poh, 1999;Smith, 2005) and have been adopted for this study. On the account of changing context in which the subject is offered as highlighted above, it becomes imperative to study the interest of students towards Economics; the learning approach adopted by students and how these two variables discriminate the performance of the students in the subject.…”

Section: Introductionmentioning

confidence: 99%

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2019

CERJ

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The study utilised the ex-post facto research design to investigate how interest and learning approaches utilised in Economics discriminates the academic performance of students in the subject area. The population comprised senior secondary school two students in Ife Central Local Government of Osun State, while the sample comprised 94 students in five secondary schools in the area. Three research instruments viz: Individual Interest Questionnaire, Revised Two Factor Study Process Questionnaire and Economics Achievement Test were used to collect appropriate data. The Discriminant Function Analysis was utilised to analyse the data collected. Findings revealed a function with coefficients in order of magnitude as revealed by structure matrix as follows: Interest in Economics (1.06), Surface Approach (0.41) and Deep Approach (−1.14). None of the coefficients was significant at 0.05 significance level. The function was maximised for: 47.1% of students who scored above 50% and 57.1% of those who scored below 50%.

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Section: Discussion Of Findingssupporting

confidence: 90%

Section: The Revised Two Factor Study Process Questionnaire (R-spq-2f)mentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

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2019

CERJ

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“…Hence, this study aimed to know the learning approach of second-year undergraduate medical students using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and determine the presence of any correlation between the surface or deep approach to learning, the marks obtained in pharmacology sessional and university examinations, and the presence of any gender difference. The R-SPQ-2F has been shown to be a reliable tool to determine the student learning approaches [7]. We hypothesized that students with a deep learning approach would perform better in the examinations compared with those with a superficial approach.…”

Section: Introductionmentioning

confidence: 99%

Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Kamath¹,

Rao

Shenoy³

et al. 2018

Sci Med

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AIMS: To determine the learning approach of second-year undergraduate medical students and whether a surface or deep approach to learning had any correlation with the pharmacology sessional and university examination marks obtained.METHODS: A cross-sectional study was conducted among second-year medical students in their fifth semester. To determine the students’ learning approach, whether superficial or deep, we used the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which contains 20 items in the form of a five-point Likert scale and is suitable for use in higher education settings. Cronbach’s alpha was calculated using the scores obtained from a sample of 20 students to determine the internal consistency. To determine the relationship between the learning approach and examination scores, the average of the individual sessional examination marks and the university examination scores obtained by the students were calculated.RESULTS: Of the 170 students who participated in the study, 87 (51.2%) were females. The Cronbach’s alpha value was considered acceptable for both surface and deep approach. While the academic performance was significantly better in females (U = 2571.5; p = 0.001), no difference was seen in the learning approach based on gender. Fifty (29.4%) students had a higher score for the surface approach. This group had lower examination scores compared with those with equal scores for surface and deep approach or higher scores for the deep approach. A weak negative correlation was seen between the examination marks and surface approach (τb = −0.167; p = 0.002). When analyzed based on gender, the correlation was statistically significant only in females (τb = −0.173; p = 0.02).CONCLUSIONS: A weak negative correlation was seen between the examination marks and surface approach to learning. Although statistically significant, the actual difference between the groups was of a small magnitude. Hence, whether promoting deep learning approach improves academic performance in terms of marks obtained in the examination needs to be confirmed by further studies.

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“…Such facets were Surface Motive, Surface Strategy, Deep Motive, Deep Strategy (Biggs, 1987). obtaining good psychometric indicators (Freiberg-Hoffmann & Fernández-Liporace, 2016;Khine & Afari, 2018;Martinelli & Raykov, 2017;Merino-Soto & Kumar-Pradhan, 2013;Sohrabi, 2016;Vergara-Hernández, Simancas-Pallares, & Carbonell-Muñoz, 2019;Zakariya, Bjørkestøl, Nilsen, Goodchild, & Lorås, 2020). Furthermore, Leung (2006) replicated the two-dimension structure in five samples of students from different countries -USA, Australia, Hong Kong, Macao, and the United Kingdom.…”

Section: Introductionmentioning

confidence: 98%

Versión breve del Cuestionario Revisado de Proceso de Estudio-2 Factores: Un análisis psicométrico en estudiantes universitarios

Hoffmann

Merino-Soto

Inacio

et al. 2021

(EJEP

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El trabajo presenta una versión breve del inventario R-SPQ-2F, específicamente desarrollada para evaluar enfoques de aprendizaje en estudiantes universitarios de Argentina y Perú. Participaron 1511 estudiantes universitarios (52.2% argentinos; 47.8% peruanos). Se seleccionaron los ocho ítems de la versión original, inicialmente compuesta por 20 elementos, que resultaron más representativos de los enfoques de aprendizaje superficial y profundo. Luego, se realizó un juicio experto, análisis factorial exploratorio y análisis del funcionamiento diferencial de los ítems. El modelo obtenido verificó un adecuado ajuste para la muestra total y submuestras —análisis factorial confirmatorio—, adecuada invarianza factorial según país, trayecto académico, género y equivalencia entre las versiones original y breve. Los índices de consistencia interna fueron adecuados, con pequeñas diferencias entre países. Estos hallazgos poseen importantes implicancias metodológicas y prácticas. Por un lado, se trata del primer estudio que analiza evidencia intercultural directa sobre la validez del R-SPQ-2F, mediante una selección los ítems más representativos de las dimensiones medidas que, asimismo, son equivalentes para grupos culturalmente distintos. Por otro lado, se aporta una versión breve del instrumento original, con adecuadas propiedades psicométricas, apropiada para su aplicación en estudiantes universitarios de Argentina y Perú.

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Evaluation of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) for Student Teacher Approaches to Learning

Abstract: A deep approach to learning is essential for student academic achievement and several studies demonstrate a significant

Cited by 17 publications

References 14 publications

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Approaches to learning and academic performance in pharmacology among second-year undergraduate medical students

Versión breve del Cuestionario Revisado de Proceso de Estudio-2 Factores: Un análisis psicométrico en estudiantes universitarios

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