Learning Approaches Adopted by Preservice Teachers

Abstract

Knowledge about the learning approaches is very critical for teachers in planning teaching-learning activities. Learners relate their previous experiences in learning new concepts. Then, the type of learning approach adopted by the learner will enable him/her to interact with course material and attain learning outcomes. According to the Approaches and Study Skills Inventory for Students (ASSIST), the learners follow deep, surface, or strategic learning approaches or a combination of two or all three of them. The present study is a survey type wherein the 18-item questionnaire, a short version of ASSIST is administered to the undergraduate (BEd) and postgraduate (MEd) students (preservice teachers) of the University College of Education, Osmania University, Hyderabad. Forty students responded to the inventory. Data is analysed with Cronbach’s Alpha, coefficient of correlation, t-test, and ANOVA. T-test for learning approaches and gender (2.024); coefficient of correlation for academic achievement and deep approach and strategic approach (.503); strong relationship with SGPA 8.00 for Surface approach, 9.00 for Deep approach and 6.00 for Strategic approach. Age and learning approach ANOVA is .833 and BEd second-semester preservice teachers adhered to a deep approach. The study concludes that the deep approach is the most popular learning approach; the learning approach affects academic achievement, gender, and level of semesters of study of the preservice teachers and does not affect approaches to learning