Student Approaches to Learning Among University Students
American Journal of Applied Psychology
Volume 4, Issue 3-1, June 2015, Pages: 15-20
Received: Feb. 26, 2015; Accepted: Feb. 26, 2015; Published: Mar. 9, 2015
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Hee Chong Teoh, Faculty of Educational Studies, University Putra Malaysia, Selangor, Malaysia
Teng Teng Yap, Faculty of Social Science, Arts and Humanities, Tunku Abdul Rahman University College, Kuala Lumpur, Malaysia
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This study evaluated the learning characteristics of university students based on three learning approaches (surface approach, deep approach and achieving approach) and six subscales, namely three learning motives (LM) and three learning strategies (LS). A survey form adapted from Biggs’s study process questionnaire (SPQ) was distributed to a total of 193 students at a private university college in Malaysia. This study employed descriptive correlation research design to address the research questions. Results of the study indicated that students were more prone to apply deep approach. Further analysis revealed a combination of “achieving strategy and deep motive” was the most popular approach among students. The pattern of surface and achieving approaches showed significant differences across subject variable. Proposed teaching methods were introduced to suit the needs of these major learning characteristics among university students.
Approaches to Learning, Learning Motives, learning Strategies, Disciplines
To cite this article
Hee Chong Teoh, Teng Teng Yap, Student Approaches to Learning Among University Students, American Journal of Applied Psychology. Special Issue: Psychology of University Students. Vol. 4, No. 3-1, 2015, pp. 15-20. doi: 10.11648/j.ajap.s.2015040301.13
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