The Relationship between Learning Approaches of Prospective Teachers and Their Academic Achievement.

Abstract

To prepare for future professional challenges, prospective teachers should acquire the capabilities for independent learning. Prospective teachers should know how to learn effectively. In this article, prospective teachers’ learning approaches, learning preference and the relationship between learning preference, learning approaches with achievement and students’ perception of achievement were investigated. In order to determine the approach and study skills of students, Approaches and Study Skills Inventory for Students (ASSIST) was used. Findings indicated that academic achievement was positively related to strategic approaches, and perception of achievement was positively related to strategic approaches but negatively related to a surface approach to learning. There was a difference in using strategic approaches in favor of female students. There was a positive relationship between academic achievement and strategic approach. However, no correlation was found between academic achievement and surface approach. Strategic approaches to learning were found to be the best predictors of academic performance in the present study. Students’ satisfaction with their major was positively correlated with strategic approaches but negatively related to surface approaches and deep approaches. Key words: prospective teachers, learning approaches, higher education, ASSIST