Deep or Surface? Understanding Learning Approaches among Undergraduate Students
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| Title: | Deep or Surface? Understanding Learning Approaches among Undergraduate Students |
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| Language: | English |
| Authors: | Kelzang Tentsho, Jigme Wangchuk, Kencho Pelzom |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2026 20(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Strategies, Questionnaires, Undergraduate Students, Cognitive Style, Difficulty Level, Learning Processes, Study Habits, Anthropology, Gender Differences, Grade Level Differences |
| Assessment and Survey Identifiers: | Study Process Questionnaire |
| ISSN: | 1931-4744 |
| Abstract: | Student approaches to learning (SAL) have a significant impact on the quality of their learning and academic achievement. In this study, we examined the preferred learning approaches of undergraduate students and how these approaches change over time. The Revised Study Process Questionnaire (R-SPQ-2F) was administered to 75 students enrolled in the Anthropology program to evaluate students' preferred learning approaches. The qualitative data were collected through focus group discussions involving 20 participants. Results showed a significantly higher deep score than surface score. Final year students had the highest deep approach score compared to other cohorts. The results also indicated that students use surface approaches due to heavy workloads, concurrent deadlines, and complex readings. The study offers insights into student learning preferences and implications for curriculum design and instructional practices in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1516211 |
| Database: | ERIC |
| Abstract: | Student approaches to learning (SAL) have a significant impact on the quality of their learning and academic achievement. In this study, we examined the preferred learning approaches of undergraduate students and how these approaches change over time. The Revised Study Process Questionnaire (R-SPQ-2F) was administered to 75 students enrolled in the Anthropology program to evaluate students' preferred learning approaches. The qualitative data were collected through focus group discussions involving 20 participants. Results showed a significantly higher deep score than surface score. Final year students had the highest deep approach score compared to other cohorts. The results also indicated that students use surface approaches due to heavy workloads, concurrent deadlines, and complex readings. The study offers insights into student learning preferences and implications for curriculum design and instructional practices in higher education. |
|---|---|
| ISSN: | 1931-4744 |
