Abstract
Abstract Objectives Learning approach in a certain learning process is based on the student’s intentions, behaviors, and habits according to his/her perceptions of the task of learning and determines the amount and quality of learning. The objective of this study is to evaluate the learning approaches of 1st and 4th grade midwifery students to biochemistry course and the change, if there is any, through their education. Methods This is an observational, cross-sectional study. The research population consisted of the voluntary students (86.47%, n:147) of the 2017–2018 season of the 1st and 4th class of Manisa Celal Bayar University, Health Science Faculty, Midwifery Department (n:170). Data were collected by using the “Introductory Information Form” and the “Learning Approach Scale”, and evaluated in the SPSS package program by performing number, percentile, mean, standard deviation, independent t test. Results The mean age of the students was 20.82 ± 1.81. Over 95% of the students stated that biochemistry lesson was necessary, while 59.9% reported that their biochemistry knowledge was insufficient. Over 87% of the student expressed their belief that the content of the biochemistry classes will help them in their professional career. Mean score of deep approach for Learning Approach Scale was 34.13 ± 6.07 (Min:19.00–Max:50.00), and mean score of superficial approach for Learning Approach Scale was 26.94 ± 6.37 (Min:15.00–Max:50.00). There was a significant relation between deep approach scale score and the perception of high importance of biochemistry in the professional life (p<0.05). Conclusions Midwifery students, who believe that biochemistry is necessary for their professional career have a higher motivation for learning biochemistry, thus perform a deeper approach to learning. In general, creating effective and dynamic educational environments that support deep learning is necessary for enhancing the learning of biochemistry.
Highlights
The objective of this study is to evaluate the learning approaches of 1st and 4th grade midwifery students to biochemistry course and the change, if there is any, through their education
Learning approaches have been classified to two types: superficial and deep approaches [2, 4]
This research used two forms to obtain the data of the participants: The information and perception of biochemistry form and Learning Approaches Scale (LAS)
Summary
Learning is a result of the interaction between individuals and their environment and is an indelible product of life [1]. The perspective of the learner gives meaning and sense to the learning content and determines what has to be learned. This forms the basis of the learning approach adopted by the learner that determines the amount and quality of learning [2]. Students who adopt the deep approach are motivated by the recognition of the relevance of the material for their professional performance. The aim of such students is to understand what the topics mean and relate it to previous knowledge and personal experiences [4–6]. The aim of such students is to fulfill the requirements of the course by memorizing facts without really trying to integrate to previous knowledge or appreciating the conceptual aspects of the subject [2, 4]
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