Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

[EN] Students' approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire...

Descripción completa

Detalles Bibliográficos
Autores: Leiva-Brondo, Miguel|||0000-0003-2159-7160, Cebolla Cornejo, Jaime|||0000-0002-2607-9920, Peiró Barber, Rosa Mª|||0000-0002-3009-2343, Andrés-Colás, Nuria|||0000-0002-1455-2119, Esteras Gómez, Cristina|||0000-0002-8789-4363, Ferriol Molina, María|||0000-0002-6533-5720, Merle Farinós, Hugo Basilio|||0000-0002-0004-7162, Pérez De Castro, Ana María|||0000-0002-4949-3323, Díez Niclós, Mª José Teresa De Jesús
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universitat Politècnica de València (UPV)
Repositorio:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Idioma:inglés
OAI Identifier:oai:riunet.upv.es:10251/167875
Acceso en línea:https://riunet.upv.es/handle/10251/167875
Access Level:acceso abierto
Palabra clave:Deep learning
Biotechnology
Student learning approach
BIOQUIMICA Y BIOLOGIA MOLECULAR
BOTANICA
GENETICA
Descripción
Sumario:[EN] Students' approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politecnica de Valencia in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.

Similares en LA Referencia