GoodPractices and Learning Strategies of Undergraduate University Students

Article Overview

  • Title: Good Practices and Learning Strategies of Undergraduate University Students

  • Authors: Margarita Gozalo, Benito León-del-Barco, Santiago Mendo-Lázaro

  • Institution: University of Extremadura, Cáceres, Spain

  • Publication Date: 12 March 2020

Abstract

  • Current educational models in higher education prioritize active student participation in learning.

  • The study aims to identify good practices linked to students' learning strategies among 610 students from various scientific degree programs.

  • Key findings include:

    • Actively learning positively associated with deep and achievement approaches;

    • Interaction with lecturers positively related to superficial and negatively related to deep approach

    • Cooperative work linked to deep approach;

    • Achievement approach positively associated with Optimizing time and negatively with respect for different capacities.

Introduction

  • Two essential questions for students: motivation behind learning and strategies used.

  • Learning strategies seen as tools for developing learning skills and exploring limitations.

  • Three learning approaches:

    • Superficial Approach: Focused on avoiding failure through memorization.

    • Achievement Approach: Aimed at maximizing academic qualifications by effectively organizing time and study.

    • Deep Approach: Intrinsically motivated, focused on understanding and finding meaning in learning.

Learning Approaches and Contextual Factors

  • Various factors influence deep learning adoption, including:

    • Student characteristics (gender, personality, study habits).

    • Contextual factors (teaching methods, perceptions of teachers).

  • No conclusive results on gender differences regarding learning strategies, though some studies indicate females tend to perform better in deep approaches.

  • Links found between deep approach and characteristics such as extroversion and conscientiousness; superficial approaches correlated with neurotic traits.

Teaching Methods and Learning Strategies

  • Teaching styles that are interactive correlate with deep learning strategies, while passive lecture-style teaching tends to lead to superficial approaches.

  • No significant differences were found across various degree titles concerning learning strategies.

Study Design and Methodology

Participants

  • Sample: 610 undergraduate students from various faculties (Legal and Social Sciences, Health Sciences, Technical Education).

Instruments

  • CEPEA: Questionnaire evaluating learning and study processes categorized in three motivational and strategy subscales:

    • Superficial Motivation

    • Deep Motivation

    • Achievement Motivation

  • IBPEU: Inventory assessing good practices with dimensions:

    • Interaction with lecturers

    • Cooperative work

    • Actively learning

    • Seeking feedback

    • Optimizing time

    • Maintaining positive expectations

    • Respecting diverse capacities

    • Managing academic challenges

    • Managing personal resources.

Results and Analysis

  • Analyzed variability of learning strategies among different faculties showing no significant influence of faculty context.

  • Regression Analysis: Assessment of associations between good practices and learning strategies; key associations include:

    • Deep Strategy: Positive with Cooperative work and Actively learning, Negative with Interaction with lecturers.

    • Achievement Strategy: Positive with Optimizing time and Actively learning; Negative with Respecting different capacities.

    • Superficial Approach: Positive with Interaction with lecturers.

Discussion

  • Clear relationships found between good practices and learning strategies.

  • Superficial strategies are connected to an over-reliance on lecturers without active participation.

  • Deep strategies correlate with cooperative learning, enhancing engagement with peers.

  • Achievement strategies focus on organization and time management, with competitive leanings.

Limitations of the Study

  • Cross-sectional design limits causal conclusions.

  • Sample size restricts generalizability; evaluations are based solely on self-reports.

Conclusions

  • Significant relations identified between students' behaviors (good practices) and learning strategies.

  • Recommendations for lecturers to implement active methodologies promoting cooperative learning.

  • IBPEU identified as a valuable tool for assessing students' practices in line with the European Higher Education Area (EHEA).

Keywords

  • Good practices, learning strategies, cooperation, university students.