Learning approaches of students could be either deep, surface or achievement oriented. If students choose to study a unit (elective unit instead of a core unit) then we might expect them to use a deep approach to their learning since they have chosen the unit themselves, probably anticipating the benefits of the unit to their careers. If they choose two elective units that are related to each other, and one of them is prerequisite to the second one, then we might expect students to utilize the deep or achieving approaches to their learning at least for the lower level unit to maximize their grades (achievements) for these units. The main results of this study is show that the learning approaches of students do not change from second to third year in two large statistics units. The student characteristics such as country of gender, the degree enrolled and intention to enroll to higher degree are not significant factors for learning approaches.
(Tuesday 13th, 14:00-16:00)
Ayse Bilgin (Australia)