Learning approaches, study time and academic performance

Kember, David; Jamieson, Qun Wang; Pomfret, Mike; Wong, T. T.

doi:10.1007/bf01384497

Cited by 120 publications

(93 citation statements)

References 12 publications

(7 reference statements)

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“…However, our missing direct effect between the deep learning strategies and total score is in line with limited research findings and can be attributed to the subjects' lack of effort, interest, and motivation to use deep learning strategies in this particular class. For example, Kember, Jamieson, Pomfret, and Wong, (1995) investigated the learning strategies of first year students. They used an hourly recording approach by asking the subjects to keep an hour-by-hour study diary for a period of one week.…”

Section: International Journal Of Educationmentioning

confidence: 99%

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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The purpose of this study was to illustrate the relationship between self-efficacy, task value, goal orientations, metacognitive self-regulation, self-regulation and learning strategies and to investigate the unique contribution of each on the variability in students' total scores of 12 exams. Our study revealed that students' self-efficacy, task-value, self-regulation, and elaboration are significantly positively correlated with total scores. Path analysis demonstrated that self-efficacy was the strongest predictor of total score and positively predicted mastery goals, but negatively predicted avoidant goals. The study reveals positive direct effect of mastery goals on metacognitive self-regulation. In addition, positive direct effects of metacognitive self-regulation on deep learning strategies and on self-regulatory strategies are found. However, some expected direct effects were not represented with significant parameters in the model. Performance-approach goals were not a significant predictor of other variables in the model. Also, there were no significant direct effects of mastery goals nor metacognitive self-regulation and deep learning strategies on total scores which were discussed here.

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Section: International Journal Of Educationmentioning

confidence: 99%

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Al-Harthy¹,

Was²,

Isaacson³

2010

IJE

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“…The students have a desire to study together in and out of the school for the project. Some research results claim that education based on systematic study develops academic success [41]. Good study habits require features such as a suitable study environment, self-authorship, time and stress management, effective rest, and effective reading [42].…”

Section: Resultsmentioning

confidence: 99%

The Effect of Project-based Cooperative Studio Studies on the Basic Electronics Skills of Students’ Cooperative Learning and their Attitudes

Korkmaz¹

2018

IJMECS

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Abstract-Engineering education plays a prominent role in the development of technologies, society, nation, production, economy and employment. It is the art of applying scientific and mathematical principles, and experience to produce a technical product or system to meet out a specific need in the society. Based on the literature, it was thought that implementation of a cooperative project-based education on electricalelectronics engineering students could contribute to their basic engineering skills, their cooperative learning, and their attitudes towards engineering education and occupation. The aim of this study was to reveal the effect of project-based cooperative studio studies on the occupational basic skills of electrical-electronics engineering students, cooperative learning, and their attitudes towards engineering occupation. The research is designed to be a study that is half-experimental and halfquantitative study and was composed of 42 students. Within the research, project-based cooperative studio studies were utilized by the experimental group while the control group had similar course requirements for six weeks, but their practice solely included the content of the Lab II course in the official curriculum. The resulting data was gathered using the Basic Electronics Skills SelfEffacement Scale, the Scale for Attitude towards Cooperative Learning, and the Scale for Attitude towards Engineering and Engineering Education. The results indicate that the project-based cooperative studio studies are contributing more meaningfully to students' intermediate level electronics skills, and their attitudes towards cooperative learning and towards engineering occupation.

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“…These researchers indicate that the shallow learning approach predominates in these degree programs. Kember, Jamieson, Pomfret and Wong (1995) www.ccsenet.org/ass Asian Social Science Vol. 10, No.…”

Section: Discussionmentioning

confidence: 99%

Educational Platforms and Learning Approaches in University Education

Vázquez-Martínez¹,

Alducin-Ochoa²

2014

ASS

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This study was conducted at the Superior Technical School of Construction Engineering of Seville (Spain) with students registered in the Materials I course who received academic training using blended learning methodology. Technical degree programs are characterized by a high dropout rate and academic underachievement. For that reason, the study aimed to assess the dominant learning approaches among these students, the relationship between leaning approaches and academic achievement, the relationship between learning approaches and the extent of WebCT platform use, and the influence of learning approaches on the students´ assessment of the platform. To identify students´ learning approaches, the R-SPQ-2F questionnaire developed by Biggs, Kember, and Leung (2001) was used. The students assessed the WebCT platform using an ad hoc PSEW questionnaire. The study was descriptive and used a correlational design. The study was conducted retroactively and measured variables that were not experimentally manipulated. The results indicate that the majority of the students have a low-intensity deep approach. The deep approach was more common among the female students than the male students, and the female students obtained higher scores on the deep motivation and deep strategy subscales. The dominant learning approach had no influence on academic achievement, but the dominant learning approach did influence the extent of WebCT platform use, as well as the students' assessments of the platform.

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Learning approaches, study time and academic performance

Cited by 120 publications

References 12 publications

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

Goals, Efficacy and Metacognitive Self-Regulation A Path Analysis

The Effect of Project-based Cooperative Studio Studies on the Basic Electronics Skills of Students’ Cooperative Learning and their Attitudes

Educational Platforms and Learning Approaches in University Education

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