Abstract:

Deep approach and surface approach are the two main approaches that students chose in a determinate teaching environment. The election of a determinate approach to leaning is influenced by different factors, like student, contextual and perceived factors. The subject, teaching and assessment methodology are among the contextual factors, and they can be modified by the faculty and teaching staff. The modifications of these factors can be used to improve the student approach to learning of the students. In the present study, the student approach to learning of students of an elective fourth-year subject of the bachelor’s degree of Biotechnology was assessed using the R-SPQ-2F questionnaire online in a Sakai based learning platform. The students were assessed in two different years (80 students in year 2020-21 and 75 in year 2021-22) at the beginning and the end of the subject. No differences were observed regarding year, time of the test or gender of the students in the values of deep or surface approach of the questionnaire and in their related subscales. The students manifested a deeper approach to learning, and it was maintained during all the subject in both years and no decline in the student’s approach to learning was observed along the subject when results at the begging and the end of the subject were compared. The internal consistency of the questionnaire was high for the main factors of the questionnaire (deep and surface approach), but lower for the secondary factors (motivation and strategy) and high correlations were observed between the main factors and their related secondary factors supporting the existence of two main approaches to learning. Students showed a higher deep approach than surface approach in the last subjects of the program, but lower than observed in previous studies in subjects of the first’s years of the program. This result can indicate a decline in the student’s approach to learning that can not only be assigned to the subject, but to the whole program. These results can indicate that the teaching and assessment methodology used is suitable for these students, but improvements can be made to obtained better results and deeper approach of the students. This information can be used by faculty and teachers to improve their methodology.

Keywords:

R-SPQ-2F questionnaire, deep and surface approach, assessment, teaching methodologies.