Misconceptions About the Learning Approaches, Motivation and Study Practices of Asian Students

Approaches to Learning in Statistics

“…The relatively small sample of Chinese students in the authors' study demonstrated that they could perform academically, whether adopting surface or deep approaches to learning. Kember (2000), in addressing the common misperception of the 'Asian rote learner', observed that students often move between surface and deep approaches depending upon the nature of the assessment task and/or course requirements. Kember's observations are based on the results of a survey (Kember & Gow, 1991) of 4,863 students from Hong Kong and Australia, in which data was collected using Bigg's SPQ.…”

“…The research, both within and without statistics education (Gordon, 1995;Gow et al, 1994;Kember, 2000;Ramburuth & McCormick, 2001), has shown that there is a range of variables affecting students' approaches to learning. These variables include teaching approaches, learning theories, assessment methods and students' prior learning experiences and perceptions.…”

“…Cross-cultural studies of general learning approaches of students have been investigated by a number of researchers to identify any possible differences between Australian and Asian -mainly South East Asian -students in a number of different disciplines, including accounting and engineering (Biggs & Watkins, 2001;Kember & Gow, 1990;Ramburuth, 2001;Volet & Renshaw, 2001;Ginns, Prosser & Barrie 2007;Gow et al, 1994;Kember, 2000;Smith & Smith, 1999;Smith, 2001;Cooper, 2004;. We were not able, however, to find any cross-cultural research into the learning approaches of statistics' students in the literature.…”

Enfoques de aprendizaje en estudiantes universitarios: comparación de resultados con los cuestionarios ASSIST y R-SPQ-2F

“…Esta relación negativa profundo-superficial sería en principio compatible con el modelo bipolar u ortogonal entre ambos enfoques, señalado por distintos autores (Kember, 2000;Hernández-Pina et al, 2002, Hernández-Pina, Rosário, Cuesta, Martínez Clares y Ruiz Lara, 2006Duff y McKinstry, 2007. -Las escalas de enfoque profundo y las de enfoque estratégico correlacionan positivamente, tanto dentro de cada cuestionario como entre ambos, y tanto en escalas como en subescalas. -Las escalas de enfoque estratégico correlacionan también negativamente con el enfoque superficial, tanto en ASSIST como en R-SPQ-2F en escalas y subescalas.…”

Generic Skills to Reduce Failure Rates in an Undergraduate Accounting Information System Course

“…Ladd and Ruby (1999) recommend that instructors investigate international students' learning styles and gradually adjust and introduce western styles to the classroom. Kember (2000) recommends a strategy that focuses on deep learning and group work because Asian students favour collective achievement. He adds that such strategies are also beneficial for a mixed classroom, because they follow good practice guidelines that are of benefit to all students.…”