Learning approaches are assumed as the utmost important aspect in all academic proceedings. With the identification of students' learning approaches, relevant institutes can devise appropriate instructional strategies. Many models have been used to explore learning approaches and styles among students, but mostly in the developed world. Literature…

The concept of 'approaches to learning' (Marton, 1976) has long assumed a position of central importance in the analysis of student learning outcomes. However, constructing effective measures of students' approaches to learning is a complex task, and it is an empirical question whether such measures transfer well across contexts. In this paper, we…

A study investigated the reliability and validity of the Study Process Questionnaire (Biggs) for 352 undergraduates in a Nigerian university. Although it was found that the concepts involved were relevant to this population and scales and subscales had adequate internal consistency, cross-cultural comparison of scores was problematic. (Author/MSE)

This manual describes the theory behind the Study Process Questionnaire (SPQ) and explains what the subscale and scale scores mean. The SPQ is a 42-item self-report questionnaire used in Australia to assess the extent to which a tertiary student at a college or university endorses different approaches to learning and the motives and strategies…

A common thread in contemporary research in student learning refers to the ways in which students go about learning. A theory of learning is presented that accentuates the interaction between the person and the situation. Research evidence implies a form of meta-cognition called meta-learning, the awareness of students of their own learning…