Approaches to Learning Among Professional Students in Relation to Professional Courses and Academic Achievement

Abstract

The present study attempts to identify approaches to learning among professional students in relation to professional courses and achievement. Approaches and Study Skills Inventory for Students (ASSIST) was used to measure approaches to learning among professional students pursuing their studies in management, computer application, engineering and medical courses. A representative sample of 819 professional students enrolled in third year, 495 males and 324 females, was drawn on random basis while giving due weightage to gender. The results of analysis of variance on the basis of 4x2 factorial design with n=20 in each group revealed that there are significant differences in approaches to learning among professional students. The students of medical course report significantly higher mean deep learning approach than the students of computer application, engineering and management courses. The students of medical course and computer application course report significantly higher mean strategic learning approach score than their counterparts pursuing their studies in engineering and management courses. The students of management course report significantly higher mean surface learning approach score than their engineering, computer application and medical courses counterparts. The professional students with high and average achievement report significantly higher mean deep learning approach score from their counterparts with low achievement. The mean strategic learning approach scores of low achiever professional students are significantly lowest than their average and high achiever counterparts. The low achiever professional students have significantly higher mean surface learning approach score than their average and higher achiever counterparts.