Assessing the Approaches to Learning of Twinning Programme Students in Malaysia

The study set out to examine the psychometric properties of the scores obtained on the modified 20-item Revised Two Factor Study Process Questionnaire (R-SPQ-2F). The study also investigated the relationship between scores on the R-SPQ-2F and students’ learning-related outcomes. In addition, it also...

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Vydáno v:Malaysian journal of learning & instruction Ročník 3; s. 93
Hlavní autor: Choo, Pauline Goh Swee
Médium: Journal Article
Jazyk:angličtina
Vydáno: Kedah Darul Alam Universiti Utara Malaysia 2006
UUM Press
Témata:
Academic Achievement
Course Content
Critical Thinking
Educational Quality
English
Factor Structure
Federal Aid
Higher Education
Independent Study
Instructional Materials
Intellectual Disciplines
Learning Processes
Linguistic Competence
Outcomes of Education
Postsecondary Education
Psychometrics
Questionnaires
Student Characteristics
Student Improvement
Student Surveys
Students
Study Skills
Thinking Skills
Malaysia
ISSN:1675-8110, 2180-2483
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Shrnutí:The study set out to examine the psychometric properties of the scores obtained on the modified 20-item Revised Two Factor Study Process Questionnaire (R-SPQ-2F). The study also investigated the relationship between scores on the R-SPQ-2F and students’ learning-related outcomes. In addition, it also examined for any relationships among student’s background variables of gender, choice of academic discipline, age, English language competency, approaches to learning, and learning-related outcomes. Data based on responses of 368 Malaysian students undertaking the twinning mode of study showed the modified R-SPQ-2F to be reliable and factorially valid. The findings also found deep approaches to learning were positively related to students’ learning-related outcomes, while surface approaches to learning were negatively associated. Students’ background characteristics such as choice of academic discipline and English language competency, and approaches to learning were good predictors of students’ learning-related outcomes.  
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1675-8110
2180-2483
DOI:10.32890/mjli.3.2006.7585