Abstract:

Student learning approach can change due to different factors than can classified as contextual, perceived, or personal. The contextual factors can include the type of studies, institutional setting, assessment, or classroom activities, subject or course where the subject is framed. Students can choose between a deep approach, where meaning and comprehension is sought, or a surface approach, with lack of personal connection and reflection, use of memory and minimum effort. Assessment of the learning approach can help to select the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and to maximize their learning process. Some questionnaires have been developed to assess the student approach to learning of the student, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of the Biotechnology degree were assessed with the R-SPQ-2F questionnaire for their student approach to learning in one subject of first course (2018-19). The same students were assessed in the following year (2019-20) in another subject of second course. Results allowed the validation of the reliability of the questionnaire for the main scales of the questionnaire but no for the subscales. Differences were recorded according to the subject for the deep approach but not for the surface approach. No differences were observed according to the language used as medium of instruction and differences regarding gender were observed for the surface approach. On student basis, deep approach decreased from first-course subject to second-course subject while surface approach increased, but some students showed the opposite behaviour. Results showed that students can vary their student approach to learning according to the subject.

Keywords:

R-SPQ-2F, deep and surface approach, assessment, learning styles.