Learning patterns among Arab college students: the relationship with academic achievement and the moderating role of cognitive engagement

Abstract

ABSTRACT This study explored the learning patterns of undergraduate students in Kuwait using Vermunt’s model and investigated the relationships between these patterns, cognitive engagement, and academic achievement. The ILS was used to identify the learning patterns of 563 university students. The three identified learning patterns were active, passive, and undirected, with the passive pattern being the most prevalent among Kuwaiti undergraduates. Active learners used self- and external regulation strategies and managed their learning actively, while passive learners studied for tests to find a job and had idealistic learning expectations. The undirected pattern characterized students who did not have a specific learning strategy and required cooperation for learning. The study found that active and passive patterns were positively correlated with academic achievement. Moreover, cognitive engagement was found to moderate the relationship between learning patterns and academic achievement, with a stronger effect observed for passive learners. The study emphasizes the need to shift teaching practices in Kuwait towards problem-based learning to foster critical thinking and highlights the cultural gap between students and teachers.