Title
Assessing students' development in learning approaches according to initial learning profiles : a person-oriented perspectiveAssessing students' development in learning approaches according to initial learning profiles : a person-oriented perspective
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Research group
EduBROn
Research in Education and Professional Development - REPRO
Publication type
article
Publication
Oxford,
Subject
Educational sciences
Source (journal)
Studies in educational evaluation. - Oxford
Volume/pages
39(2013):1, p. 33-40
ISSN
0191-491X
vabb
c:vabb:371507
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
Abstract
Research regarding the development of students learning approaches have at times reported unexpected or lack of expected changes. The current study explores the idea of differential developments in learning approaches according to students initial learning profiles as a possible explanation for these outcomes. A learning profile is conceived as the degree to which students use aspects of deep and surface approaches in their learning process and taking into account the dynamic interrelations between these aspects. Two cohorts of students in a teacher-training course-module completed questionnaires measuring their learning approaches, in a pre-test post-test design. Analyses on the whole sample indicated few significant changes in students learning approaches during the course-module. Only a significant decrease in the deep motive subscale was found. Hierarchical cluster-analysis revealed four groups of students with specific initial learning profiles: a deep approach profile, a surface approach profile, an all-low profile and an all-high profile. Using a regressor variable approach, significant differences in growth were found for the initial learning profiles on the surface approach to learning and the deep strategy scale, even after controlling for other significant background variables such as students academic discipline and gender. These results suggest that unexpected developments in students learning approaches, or lack of significant changes at a whole-group level, may be partially due to dynamic (contradictory) tendencies at the sub-group level. Findings point towards the need of looking at approaches to learning at a more fine-grained level.
E-info
10.1016/j.stueduc.2012.08.002
https://repository.uantwerpen.be/docman/iruaauth/26de6b/c0592ecaf59.pdf
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