Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorPhan, Huyen
dc.contributor.authorDeo, Bisunen
local.source.editorEditor(s): Peter L Jefferyen
dc.identifier.citationAARE 2006 International Education Research Conference Proceedings, p. 1-33en
dc.description.abstractEmerging evidence has indicated that students from varying cultures and disciplines differ from each other in their approaches to learning. Two studies were conducted to examine how tertiary students at the University of the South Pacific differ in their learning approaches in subject disciplines of Educational Psychology and Mathematics. In Study I we examined learning approaches of second-year students in Educational Psychology (N = 200; 125 females, 75 males) and in Mathematics (N = 221; 94 females, 127 males) with the use of a modified version of Biggs' (1987) Study Process Questionnaire (SPQ). Analysis of results by EFA and CFA indicated a two-factor model as descriptive of student learning approaches for the Educational Psychology cohort. The two factors in this case were depicted as Meaning and Reproducing, and hence substantiating Richardson's (1994) theorisation and argument that there are two, and not three, main approaches to learning. In comparison, the Mathematics cohort results differed and showed a higher-order factor structure of student learning approaches. In Study II we used the revised version of the SPQ (SPQ-R-2F: Biggs, Kember, & Leung, 2001) to investigate the learning approaches of the same cohort of students enrolled in Educational Psychology (N = 314; 166 females, 148 males). This study revealed that students' approaches to their learning in Educational Psychology, using an alternative inventory, were also defined by two main approaches - Deep and Surface. The results from the two studies then, indicate the need to rethink and to reconceptualize the theoretical paradigm of learning approaches with reference to academic subject disciplines. They also suggest the importance of readdressing the learning inventories that are used to measure learning approaches in different subject disciplines, and to question the acceptance and universality of these learning inventories (e.g., SPQ). The results of both studies, when compared cross-culturally with other Western and non-Western findings, also indicate theoretical and pedagogical implications pertaining to culture and learning.en
dc.publisherAARE: Australian Association for Research in Educationen
dc.relation.ispartofAARE 2006 International Education Research Conference Proceedingsen
dc.titleApproaches to learning in Educational Psychology and Mathematics: A comparative analysis in the South Pacific regionen
dc.typeConference Publicationen
dc.relation.conferenceAARE 2006 International Education Research Conference, Adelaide, Australia, 26th - 30th November, 2006en
dc.subject.keywordsEducational Psychologyen
dc.subject.keywordsHigher Educationen
local.subject.for2008170103 Educational Psychologyen
local.subject.for2008139999 Education not elsewhere classifieden
local.subject.for2008130103 Higher Educationen
local.subject.seo2008930199 Learner and Learning not elsewhere classifieden
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008939906 Pacific Peoples Educationen
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Educationen
local.profile.schoolLearning and Teachingen
local.record.institutionUniversity of New Englanden
local.identifier.runningnumber[paper code: PHA06065]en
local.title.subtitleA comparative analysis in the South Pacific regionen
local.title.maintitleApproaches to learning in Educational Psychology and Mathematicsen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.conference.detailsAARE 2006 International Education Research Conference, Adelaide, Australia, 26th - 30th November, 2006en
local.description.statisticsepubsVisitors: 156<br />Views: 167<br />Downloads: 0en, Huyen, Bisunen
Appears in Collections:Conference Publication
School of Education
Files in This Item:
2 files
File Description SizeFormat 
Show simple item record

Page view(s)

checked on Dec 29, 2018
Google Media

Google ScholarTM


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.