A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students

[EN] The acquisition of new knowledge by students represents a significant area of interest for universities, which seek to facilitate this process to enhance educational experience. There are two principal categories of learning approaches: surface and deep. The prevalence of a particular approach...

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Detalhes bibliográficos
Autores: Sánchez García, Ana Belén, Zárate Santana, Zaira Jazmín, Patino Alonso, María Carmen
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Recursos:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/166291
Acesso em linha:http://hdl.handle.net/10366/166291
Access Level:acceso abierto
Palavra-chave:Learning approaches
Medicine
Nursing
Multivariate analyses
Medical education
58 Pedagogía
61 Psicología
1209 Estadística
1209.09 Análisis Multivariante
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spelling A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science StudentsSánchez García, Ana BelénZárate Santana, Zaira JazmínPatino Alonso, María CarmenLearning approachesMedicineNursingMultivariate analysesMedical education58 Pedagogía61 Psicología1209 Estadística1209.09 Análisis Multivariante[EN] The acquisition of new knowledge by students represents a significant area of interest for universities, which seek to facilitate this process to enhance educational experience. There are two principal categories of learning approaches: surface and deep. The prevalence of a particular approach is contingent upon a number of individual and contextual factors. The aim of this study is to determine whether there are discernible differences in learning styles based on the geographical area of origin of the student. To this end, a multivariate analysis will be employed to compare the predominant learning approaches of health science university students using the Biggs R-SPQ-2F scale. A sample of 464 students was subjected to a multivariate analysis, specifically a Manova-Biplot, with the objective of facilitating the graphical representation of the relationships between the two learning approaches. A confirmatory factor analysis was conducted on the sample to corroborate the factor structure of the R-SPQ-2F. The findings indicated that the majority of students demonstrated proclivity towards deep learning, although their profiles exhibited heterogeneity related to their geographical context. The results may prove valuable in the characterization of the predominant learning approaches in a university community and the design of teaching strategies.MDPI202520252025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://hdl.handle.net/10366/166291reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)InglésAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1662912026-06-07T06:28:51Z
dc.title.none.fl_str_mv A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
title A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
spellingShingle A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
Sánchez García, Ana Belén
Learning approaches
Medicine
Nursing
Multivariate analyses
Medical education
58 Pedagogía
61 Psicología
1209 Estadística
1209.09 Análisis Multivariante
title_short A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
title_full A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
title_fullStr A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
title_full_unstemmed A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
title_sort A Multivariate Analysis with MANOVA-Biplot of Learning Approaches in Health Science Students
dc.creator.none.fl_str_mv Sánchez García, Ana Belén
Zárate Santana, Zaira Jazmín
Patino Alonso, María Carmen
author Sánchez García, Ana Belén
author_facet Sánchez García, Ana Belén
Zárate Santana, Zaira Jazmín
Patino Alonso, María Carmen
author_role author
author2 Zárate Santana, Zaira Jazmín
Patino Alonso, María Carmen
author2_role author
author
dc.subject.none.fl_str_mv Learning approaches
Medicine
Nursing
Multivariate analyses
Medical education
58 Pedagogía
61 Psicología
1209 Estadística
1209.09 Análisis Multivariante
topic Learning approaches
Medicine
Nursing
Multivariate analyses
Medical education
58 Pedagogía
61 Psicología
1209 Estadística
1209.09 Análisis Multivariante
description [EN] The acquisition of new knowledge by students represents a significant area of interest for universities, which seek to facilitate this process to enhance educational experience. There are two principal categories of learning approaches: surface and deep. The prevalence of a particular approach is contingent upon a number of individual and contextual factors. The aim of this study is to determine whether there are discernible differences in learning styles based on the geographical area of origin of the student. To this end, a multivariate analysis will be employed to compare the predominant learning approaches of health science university students using the Biggs R-SPQ-2F scale. A sample of 464 students was subjected to a multivariate analysis, specifically a Manova-Biplot, with the objective of facilitating the graphical representation of the relationships between the two learning approaches. A confirmatory factor analysis was conducted on the sample to corroborate the factor structure of the R-SPQ-2F. The findings indicated that the majority of students demonstrated proclivity towards deep learning, although their profiles exhibited heterogeneity related to their geographical context. The results may prove valuable in the characterization of the predominant learning approaches in a university community and the design of teaching strategies.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/166291
url http://hdl.handle.net/10366/166291
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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