Abstract
Background Teachers should not only be concerned with the products of learning but also with the processes of learning as good teaching involves teaching pupils how to learn effectively. The importance of teaching pupils ‘to learn how to learn’ has gained momentum as recent research provides more and more evidence that substantial variance in learning outcomes can be attributed to learning approaches adopted by pupils (Marton, 1976; Marton and Sayo, 1978; Svenssin and Theman 1983; Marton and Saljo, 1984; Biggs, 1987; Chew 1988; Cheng, 1985).
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