One of the main factors influencing the quality of learning and therefore the success of students are the Student Approaches to Learning (SALs). They are the why (the motivation) and the how (the strategy) of learning. This transversal study was conducted for the first time in a Moroccan open access university context. Using our validated Arabic version of the revised two-Factor Study process questionnaire (R-SPQ-2F), the aim of this study was first, examining the overall SALs (Deep Approach, DA and Surface Approach, SA) among a tertiary context in Morocco. Second, assessing and examining the variance of DA and SA scores when related to two personal factors, namely gender and study levels. This study was conducted within the Faculty of Science Dhar El Mahraz (FSDM) belonging to the University Sidi Mohammed Ben Abdellah – (Fez- Morocco) among 300 Moroccan students (138 females) enrolled in different programs across three levels of study (2ed, 4th and 6th Semester). An ANOVA and a t-test were performed. The results showed a significant difference between the two factors. In conclusion, the use of SALS in teaching evaluation is important for the university community to promote the factors influencing deeper learning. Other factors must therefore be explored.
English Study Process between Taiwanese Arts Undergraduate and Postgraduate Students and Its Relationship with English Achievement: “Context” Matters (Published)
The aim of the study was to investigate the approaches to learning English between Taiwanese arts undergraduate and graduate students and further to examine its relationship with their English language ability. The study tested two hypotheses: that undergraduate students tended to become increasingly surface and decreasingly deep in their approaches to learning English, and that Asian students preferred the surface approach to learning as indicated by numerous studies. A total of 102 participants joined the study, comprising 58 undergraduate and 44 graduate students. An online English proficiency test and a revised two-factor Study Process Questionnaire (R-SPQ-2F) were adopted. The results show that both undergraduate and graduate students applied more strategies within deep approach rather than surface approach when studying English. A significant difference was found in DS (deep strategy) in comparison between undergraduate and graduate students. Also, the higher the score students received in online English proficiency tests, the less they used surface approach. DM (deep motive) and DS were significant predictors on students’ English proficiency levels. The study depicted that the approaches to learning English for Asian students were changing and context did matter in different academic fields.