Changes in approaches to learning over three years of university undergraduate study

Fiona Mcdonald,Ann Bixley,Rachel Spronken-Smith,John Reynolds

doi:10.20343/teachlearninqu.5.2.6

Abstract

This study aimed to evaluate and compare approaches to learning by a longitudinal cohort of undergraduate students as they progressed from their first to third years of study in anatomy and physiology. The Approaches and Study Skills Inventory for Students (ASSIST) wascompleted at the beginning and end of their first year of university study, and in their final semester. At first year, a surface learning approach predominated; however, at third year, students showed a significant increase in their use of deep and strategic learning approaches compared to first year, although surface learning approaches were retained. The extent to which third-year students took both strategic and deep approaches to learning was positively correlated with their performance on assessment. As students progress through a three-year science degree, they develop deeper and more strategic learning approaches, and assessment and teaching styles probably promote these approaches to learning.

Highlights

This study aimed to evaluate and compare approaches to learning by a longitudinal cohort of undergraduate students as they progressed from their first through third years of university science study
We considered whether the cohort was biased due to failure of students taking a predominantly surface approach to progress to a third year of study
Our paired analysis of students in the cohort reporting differences in learning behavior in third year compared to first year suggests a majority of the cohort who study anatomy and physiology have changed their learning strategies. In this investigation we carried out a longitudinal study to compare the learning approaches taken by the same cohort of students in their first and third year of study

Summary

Introduction

This study aimed to evaluate and compare approaches to learning by a longitudinal cohort of undergraduate students as they progressed from their first through third years of university science study. Students who rely on surface approaches are likely to memorise information without context, whereas students adopting deep approaches use a relational way of thinking, integrating information, and looking to the bigger picture to understand the material (Biggs 1987; Entwistle & Ramsden, 1983; Marton & Säljö, 1997).

Objectives

Methods

Results

Discussion

Conclusion