About this paper

Appears in:
Pages: 681-692
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain

BRIDGING THE GAPS BETWEEN LEARNING AND TEACHING THROUGH RECOGNITION OF STUDENTS’ LEARNING APPROACHES

S. Malie, O. Akir, N. Omar

Universiti Teknologi MARA, Malaysia (MALAYSIA)
Learning approaches, learning methods and learning environments are believed to have mitigation effects on students’ academic performance (example, Fuller, 1999; Biggs, Kember and Leung, 2001). Studies have also revealed that students use different learning approaches and strategies and these in turn influence their academic achievement. However, students’ learning approaches and strategies are not the sole factors that impact their academic achievement but other determinants such as learning methods and learning environments may also surface (Jarvis and Woodrow, 2001). This research investigates the relationship among these variables and the students’ academic performance. The research analyzes Biggs, (2001) 20-item Revised-Two-Factor Study Process Questionnaire (R-SPQ-2F) to measure students’ learning approaches and strategies and adapted Jarvis and Woodrow (2001) six constructs to measure students’ learning method and five on learning environment. The research was conducted on 213 social science degree students consisted of four different programs. Self-administered questionnaire was used to collect the data. The finding reveals that students who adopted deep learning approach perform better in academic performance in comparison to those who use surface learning approach. The study also indicates that lecture (mean 2.60) is the learning environment most preferred and ranked highly by students, followed by seminar discussions (mean 2.91). The other learning environments such as small group task (mean 3.05), practical workshop (mean 3.18) and individual research (mean 3.27) are less favored by the students. In addition, in terms of learning methods, the majority of the students preferred hearing and explanation (mean 2.43) followed by talking and discussing (mean 2.80). The other learning methods are less preferred by students – reading books (mean 3.63), reading journals (mean 3.88), reading online (mean 4.16), and solving problems (4.09). The findings of this research also seem to reveal that students are dependent on lecturers to help them to understand content knowledge on subjects taught. Essentially, this research provides invaluable information to program management and academicians to tailor their teaching with students’ specific needs. Further more, it also provides an insight to aid management decision-making to plan intervention programs to encourage students to be more self-dependent and learn in groups and be more resource investigators.


@InProceedings{MALIE2009BRI,
author = {Malie, S. and Akir, O. and Omar, N.},
title = {BRIDGING THE GAPS BETWEEN LEARNING AND TEACHING THROUGH RECOGNITION OF STUDENTS’ LEARNING APPROACHES},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {681-692}}
TY - CONF
AU - S. Malie AU - O. Akir AU - N. Omar
TI - BRIDGING THE GAPS BETWEEN LEARNING AND TEACHING THROUGH RECOGNITION OF STUDENTS’ LEARNING APPROACHES
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 681
EP - 692
ER -
S. Malie, O. Akir, N. Omar (2009) BRIDGING THE GAPS BETWEEN LEARNING AND TEACHING THROUGH RECOGNITION OF STUDENTS’ LEARNING APPROACHES, ICERI2009 Proceedings, pp. 681-692.
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