Testing two path models to explore relationships between students’ experiences of the teaching–learning environment, approaches to learning and academic achievement

Abstract

The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student's experiences of the teaching-learning environment, respectively. These two constructs were then used as either first-or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students' experiences of the teaching-learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching-learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching-learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching-learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching-learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.

Measuring perceptions of the learning environment and approaches to learning: validation of the learn questionnaire

“…In the Finnish data, six factors emerged from the 22 items measuring different aspects of quality teaching: (1) Teaching for understanding, (2) Alignment, (3) Staff enthusiasm and support, (4) Interest and relevance, (5) Constructive feedback, and (6) Support from other students (Parpala et al, 2013). This factor structure has also been identified among Greek students (Karagiannopoulou & Milienos, 2014). In line with previous research, Parpala et al (2013) found that the deep approach to learning scale was positively related to positive perceptions of the teaching-learning environment, whereas surface approach was negatively related to perception of the teaching-learning environment.…”

Approaches to learning as predictors of academic achievement: Results from a large scale, multi-level analysis

“…The authors note that their findings differ from other studies using similar analytic approaches, which did find a positive relationship between a deep approach and achievement. Recent path analysis research by Karagiannopoulou and Milienos (2015), however, also failed to find a relationship between the deep approach and academic outcomes. Trigwell et al (2013) suggest the importance of using more sophisticated analytic approaches and more diverse variables when considering the relationships between approaches to learning and achievement.…”

Enfoques de aprendizaje en estudiantes universitarios de Buenos Aires

“…Este resultado se orienta en la misma dirección que otras investigaciones, la cuales concluyen que, o bien el modo en que los estudiantes se aproximan a las situaciones de aprendizaje no constituye un factor determinante del desempeño académi-co, o bien el tipo de acercamiento no tiene un efecto directo sobre el rendimiento, sino más bien indirecto (Al-Qahtani, 2015;Karagiannopoulou y Milienos, 2015). No obstante, dada la evidencia obtenida en este trabajo en las facultades de Ingeniería y Medicina, así como también la derivada de otros estudios que sí han hallado tal relación, resulta conveniente continuar indagando este punto en futuros desarrollos (Hasnor, Ahmad y Nordin, 2013;Salamonson et al, 2013;Svedin, Balter, Scheja y Pettersson, 2013).…”