Associations between approaches to study, the learning environment, and academic achievement

Abstract

Abstract Objectives This study aimed to explore students' approaches to studying, their perceptions about their learning environments, and any possible relationships between their academic achievement and the approaches to studying scales and the learning environment. Methods A cross-sectional descriptive study was conducted in May 2012. A modified version of the Lancaster Approaches to Study Inventory (ASI) was used to understand the students' approaches to learning, and the Dundee Ready Education Environment Measure (DREEM) was used to assess students' perceptions of their learning environment. Results Of 166 first-year undergraduate students from the College of Applied Medical Science, 157 completed the survey, yielding a response rate of 94%. Students showed a tendency to use achievement, versatility, and reproduction approaches more frequently than other approaches when studying for their courses. They also perceived their learning environments to be more positive than negative. There were significant relationships between approaches to study and learning environments, and there was also a significant relationship between academic achievement and student academic self-perception. Conclusion This study showed that while students used all of the identified approaches to learning, the most frequently used learning styles included achievement, versatility, and reproduction. Moreover, students' study approaches were influenced by their perception of their learning environment. At the same time, student academic achievement was positively associated with their perception of their learning environment, particularly with their academic self-perception.