Confirmatory factor analysis of the Study Process Questionnaire in an Australian osteopathy student population

Relationship between learning approach, Bloom's taxonomy, and student performance in an undergraduate Human Anatomy course

Researchers have long been interested in understanding how different learning approaches impact learning outcomes. Learning approaches are often conceptualized as a dichotomy of superficial and deep, and learning outcomes are typically viewed on a cognitive scale that ranges from lower- to higher-order. While there appears to be an inherent relationship between learning approach and outcomes where superficial approaches lead to lower-order learning and deep approaches result in higher-order learning, this concept is not well documented. The purpose of this study is to better understand this relationship by evaluating whether student performance on higher- and lower-order examination questions is influenced by the approach a student takes when studying. To investigate this, survey and examination data were collected from an upper-level undergraduate Human Anatomy course at the University of Cincinnati. Results indicate that, on average, students in the course favored a deep approach to learning. The impact that learning approach had on examination performance was investigated using a series of analytical approaches, which revealed that students who took a deep approach to learning performed marginally better on both higher- and lower-order examination questions in lecture and practical examination settings. These results are contextualized within the literature, which highlights the need for more research surrounding the interrelatedness and dependency of categories within both learning approaches and cognitive levels.

Students' approaches to learning (SALs): Validation and psychometric properties of a tool measurement

BACKGROUND

Deep learning is an important outcome of the higher education and is mostly determined by students' approaches to learning (SALs). The latest version of the Study Process Questionnaire (SPQ) is one of the most used instruments assessing SALs. Many studies from various contexts have either validated or used this famous tool. But none of them-to the best of our knowledge-stem from the Moroccan tertiary context. The current study fills this gap by first: Getting a local translation of the questionnaire following the standardized methodological process and secondly to update the validity and psychometric properties of the construct.

MATERIALS AND METHODS

Arabic back translation was performed. Data were collected among tertiary scientific students. Descriptive statistics, Cronbach's coefficient alpha, and confirmatory factor analysis were carried out under SPSS version 22.

RESULTS

A strong fit of the dichotomic construct (deep and surface) was found, whereas the hierarchical models were disappointing.

CONCLUSIONS

Following the standards of the psychometrics' validation, this Arabic version could be used only in first-order factor model to evaluate the deep and surface approach within tertiary education in Moroccan context.

Factors influencing medical students' approaches to learning in Qatar

BACKGROUND

This study investigated the relevance of the revised 2-factor study process questionnaire (R-SPQ-2F) for exploring medical students' approaches to learning in Qatar and identify how factors like gender, age, educational attainment, and prior experience with health care influence students' adoption of deep approaches to learning.

METHODS

The sample consisted of 108 medical students (44% male, 56% female) from all four years of medical school at Weill Cornell Medicine-Qatar (WCM-Q). Participants completed the 20-item R-SPQ-2F questionnaire to measure their learning approaches through a structural model contrasting deep and surface learning. Participants also completed a survey collecting demographic information.

RESULTS

Statistical analysis revealed significant differences in deep learning approaches across year levels for both men and women. Additionally, educational attainment played a significant role in students' approaches to learning.

CONCLUSIONS

Based on structural equation modeling, this cross-verification study supports the R-SPQ-2F instrument and offers additional evidence for its robustness and application to medical education. These findings may help educational and program leaders in Qatar better understand medical students' learning approaches to enhance their pedagogical practices.