Abstract:

Teaching environment is one of the contextual factors that influence the student approach to learning, apart from perceived or student factors. Contextual factors can be in teachers’ domain, who have the possibility to modify them in an attempt to promote deep student approach to learning. This approach is more related to a better academic performance of the student in opposition to surface approach to learning. Classroom activities and assessment system are among the factors mainly determined by the teachers of the subject. In the present study, the student approach to learning of student of a second-year master subject was determined using the R-SPQ-2F questionnaire at the beginning and at the end of the subject, during two different years. The main scales and subscales of the questionnaire were analysed, and gender and teaching and assessment system were used as variables that can influence the modification of student approach to learning. Results showed an improvement of deep student approach, while no modifications were made in the surface approach to learning. These results can indicate that teaching and assessment activities used in this subject promote a deeper approach to learning and can give guidelines to teachers to improve their performance in the classroom.

Keywords:

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