Abstract
It has been claimed that the study approach adopted by a student will vary dependent, in part, upon the nature of the learning task at hand. The same student will change approaches from one task to another. The prime evidence for this claim seems to derive from two sources; reports from interview studies, and questionnaire studies comparing separate groups of students enrolled in different courses. In the present study questionnaire responses were collected from students asked to report comparatively on their learning approaches in two course units taken concurrently, and on their perceptions of how those same two units had been presented. The general support which was indeed found for the approach versus learning context claim was thus qualitatively different to, and genuinely strengthened, that from interview studies and that from between-groups studies. Moreover, relationships found between marks and both approach and learning context, within each compared course unit, provided support for a context to approach to performance model of influence.
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The research reported in this paper was supported from the recurrent funds of the Higher Education Advisory and Research Unit, Monash University.
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Eley, M.G. Differential adoption of study approaches within individual students. High Educ 23, 231–254 (1992). https://doi.org/10.1007/BF00145015
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DOI: https://doi.org/10.1007/BF00145015