Publication: Measuring learning: discrepancies between conceptions of and approaches to learning
Loading...
Date
2017-06-30
Authors
Monroy Hernández, Fuensanta ; González-Geraldo, José L.
item.page.secondaryauthor
item.page.director
Publisher
Taylor and Francis Group, Routledge
publication.page.editor
publication.page.department
DOI
https://doi.org/10.1080/03055698.2017.1345677
item.page.type
info:eu-repo/semantics/article
Description
© 2017 Informa UK Limited, trading as Taylor & Francis Group. This manuscript version is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc/4.0/. This document is the Accepted version of a Published Work that appeared in final form in Educational Studies. To access the final edited and published work see https://doi.org/10.1080/03055698.2017.1345677
Abstract
This study is framed under the student approaches to learning tradition. The aim was to identify convergence in quantitative and qualitative responses of individuals when measuring their conceptions of and approaches to learning with a mixed methods design. A sample of 1110 Spanish Master’s level teacher education students completed a scale on approaches to learning (R-SPQ-2F), and a randomly selected subsample of 111 answered an open-ended question on how they learned. Overall, the qualitative and quantitative data did not support
each other, as inventory responses showed a clear predominance of a deep, non-surface approach to learning, whereas qualitative answers reflected a tendency towards lower-order conceptions of learning. Inconsistencies in the results suggest future research ought to use a combination of techniques when exploring constructs such as learning should they wish to draw valid conclusions.
publication.page.subject
Citation
Educational Studies Volume 44, 2018 - Issue 1
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc/4.0/