Towards the identification of student learning problems: the development of a diagnostic inventory

Newble, David; Entwistle, Noël; Hejka, E. J.; Jolly, Brian; Whelan, Greg

doi:10.1111/j.1365-2923.1988.tb00797.x

Cited by 27 publications

(25 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This was despite the fact that the requirement to learn large bodies of knowledge has long been known to promote a surface approach to learning (Newble and Entwistle 1986;Newble et al 1988). The possible influence of the assessment regime was evident in the small but significant correlation of a surface approach with high final grades.…”

Section: Discussionmentioning

confidence: 94%

The impact of curriculum change on health sciences first year students’ approaches to learning

et al. 2009

View full text Add to dashboard Cite

This study aimed to use a learning inventory (the Approaches and Study Skills Inventory for Students, ASSIST) to measure the impact of a curriculum change on students' approaches to learning in two large courses in a health sciences first year programme. The two new Human Body Systems (HUBS) courses were designed to encourage students to take a deep approach to learning. ASSIST was completed by 599 students enrolled in a biology class in 2006 that was part of the old curriculum, and by 705 students at the beginning and end of the new HUBS courses in 2007. Changes in students' approaches to learning over time were examined. The ASSIST scores for both HUBS courses reflected the dominance of a surface approach, followed by a strategic and then a deep approach. However, by the end of the year, students were taking a deep and strategic approach to their studies to a greater extent, and a surface approach to a lesser extent. Moreover, students enrolled in the new course adopted a deep approach to their studies to a significantly greater degree than those studying the old curriculum. Despite the predominance of a surface approach, the results suggest that it is possible to bring about small but significant positive changes in students' learning behaviour in a very large class through curriculum change. The proportion of students preferring a surface approach, and results showing that high performance on the final exam was significantly correlated with a surface approach, probably reflected contextual factors, including assessment, and is the focus of ongoing curriculum development.

show abstract

Section: Discussionmentioning

confidence: 94%

The impact of curriculum change on health sciences first year students’ approaches to learning

et al. 2009

View full text Add to dashboard Cite

show abstract

“…They found that a deep approach to learning was more strongly related to qualitative learning outcomes (measured by the complexity of students' understanding of the aims of a course of study) than to quantitative outcomes (academic grades). Studies that have used examination results as a measure of learning outcome when investigating the link between learning approach and learning outcome have produced mixed results (Watkins and Hattie, 1981;Entwistle and Ramsden, 1983;Ramsden et al, 1986;Newble et al, 1988;Trigwell and Prosser, 1991a,b). Ramsden (1992) suggests these variations in results may be explained by the potential inappropriateness of examination marks as a means of measuring differences in the quality of learning outcomes.…”

Section: Approaches To Learning and Learning Outcomesmentioning

confidence: 96%

Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting

Jackling

2005

Accounting Education

View full text Add to dashboard Cite

This study analyses learning approaches, course perceptions and learning outcomes of a group of second year accounting students at an Australian university using qualitative data analysis techniques. The research method involves the development of a series of matrices linking types of motives and strategies used by students in their study, together with their perceptions of the learning context associated with learning outcomes. The study focuses on assessing the links between learning approaches and a qualitative assessment of students' conceptual understanding of aspects of financial accounting studied at the undergraduate level. The results confirm how individual differences in the perceptions of the learning context relate to study motives and strategies. The findings show how different forms of memorisation relate to study strategies and how the completion of accounting tasks link to students' perceptions of course requirements. There was also some evidence that, in terms of learning outcomes, students with sophisticated levels of understanding of concepts, tended to have consistent deep and achieving approaches to learning. This result was compared with students' academic performance as a measure of learning outcome. Discrepancies between these two measures of learning outcome are highlighted in the conclusions. The findings strengthen the case for further investigation of the use of measures other than academic performance in examining relationships between learning approaches and learning outcomes.Learning approach, learning context, memorisation, learning outcomes, qualitative analysis,

show abstract

“…The study followed the three approaches statement proposed by Newble et al [24] and Entwistle et al [25].…”

Section: Approaches To Learningmentioning

confidence: 99%

“…The third approach to learning proposed by Newble et al [24] and Entwistle et al [25] is the strategic approach. The main motivation of the students who adopt this approach is competition and the achievement of high grades.…”

Section: Approaches To Learningmentioning

confidence: 99%

The Undergraduate Medical Students’ Approach to Learning in University of Latvia

Velins¹

2014

UCMS

View full text Add to dashboard Cite

Learning approach of medical students has been pointed out as one of the most important long term success factors for medical career. There are two major differences how students learn. One group of students use deep approach learning that is characterised by understanding of matter of studies. Other part of students using surface approach of learning that is based on memorisation of facts and knowledge. It has been recognised that deep approach learning is more used in modern medical schools but surface learning in traditional medical schools. The purpose of this study was to evaluate, describe and compare the learning approach of students at the University of Latvia in the academic year of 2009/2010. University of Latvia represents traditional medical school, which uses traditional curriculum. The assessment was done using Entwistle's Short Inventory of Approaches to Learning consisting of 30 items. The inventory was answered by a total of 345 students. Findings show that learning approach has trend towards surface approach of learning in six groups studied in the University of Latvia in year 2009/2010. It has been recognised that reproduction and learning pathology were found increased in all study years. Results might suggest that modernisation of undergraduate curriculum including assessment with target to improve the way how medical students learn could be topic of discussion in senior management of University of Latvia. Study allows compare findings of this study to similar studies where the same instrument is used for evaluation of learning approaches in longitudinal prospective. It gives opportunity to compare results within findings of medical schools of Europe.

show abstract

Towards the identification of student learning problems: the development of a diagnostic inventory

Cited by 27 publications

References 5 publications

The impact of curriculum change on health sciences first year students’ approaches to learning

The impact of curriculum change on health sciences first year students’ approaches to learning

Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting

The Undergraduate Medical Students’ Approach to Learning in University of Latvia

Contact Info

Product

Resources

About