Education

Education

Correlation between Teachers Teaching Approaches and Students learning Outcomes: Debre Markos University; Ethiopia

Pages: 13  ,  Volume: 23  ,  Issue: 1 , February   2019
Received: 03 Mar 2019  ,  Published: 04 March 2019
Views: 112  ,  Download: 0

Authors

# Author Name
1 Eshetu Kibret Emiru

Abstract

Abstract

 

Background: By examining the correlation between teachers’ approaches to teaching and students approach to learning and learning outcomes, strategies are designed to mediate those variables that affect students learning outcomes. The study was conducted to scrutinize the correlation between teachers’ approaches to teaching and students approach to learning and learning outcomes.

 

Methods: Three type of instruments; Approaches to Teaching Inventory (ATI), the Revised two-factor Study Process Questionnaire (R-SPQ) and students Cumulative Grade Point Average (CGPA) were used as tools of data collection.  The data was collected from sixteen  randomly selected teachers and 134 under graduate students attended in 2016/2017 academic year of Education and Behavioral Sciences institute of Debre Markos University, Ethiopia. . The collected data was analyzed via one sample t-test and Pearson product moment correlation coefficient. One-sample t-test was computed to determine the extent of learning approaches used by students. Pearson product moment correlation coefficient was computed to examine the correlation between teachers’ approaches to teaching and students’ approaches to learning, and teachers teaching approaches with students learning outcomes. p < 0.05 was used for a cut-off for statistical significance.

 Results: The study revealed that students were used deep approaches. It can be disclosed that students-focused approach to teaching has significant positive association with students’ deep approaches to learning. The study also affirmed that students’ learning outcomes have significant positive correlation with teachers conceptual change approach to teaching. Significant positive correlation was also identified between students’ deeper approaches to learning and their learning outcomes.

Conclusions: The study provided unveils that students-focused approach to teaching has significant positive association with students’ deep approaches to learning. It is also disclosed that students’ deeper approaches to learning and conceptual change approach to teaching have positive correlation with students learning outcomes.

Keywords

  • approach to teaching
  • approach to learning
  • learning outcomes
  • References

    AK, S. (2008) A Conceptual Analysis on the Approaches to Learning. Educational Sciences:
           Theory & Practice. 8 (3), 707-720.

    Biggs, J. B. (1987).Student approaches to learning and studying. Melbourne: Australian Council
             for Educational Research.

    Biggs, J. (1999) Teaching for quality learning at university. Buckingham: Society for
                Research into Higher Education.and Open University Press.

    Biggs J, Kember D, Leung DYP. (2001) The Revised two-factor Study Process Questionnaire:
               British Journal of Educational Psychology, 71, 133–149.

    Bligh, D. (1972) What's the use of lectures?, Harmondsworth: Penguin

    Cilliers, C.D.,& Sternberg, R.J. (2001). Thinking styles: Implication for optimizing learning and
                teaching in university education. South African Journal of Higher Education, 15(1),13-24

     Emilia1, O, Bloomfield,L and Rotem, A (2012). Measuring students’ approaches to learning in
              different clinical rotations. BMC Medical Education, BioMed Central Ltd.

    Gijbels, D., de Watering, G. V., Dochy, G., & den Bossche, P. V. (2005). The correlation
                  between students’ approaches to learning and the assessment of learning outcomes.
                   European Journal of Psychology of Education, XX(4), 327–341.

    Groves, M. (2005). Problem-based learning and learning approach: Is there a correlation?
               Advances in Health Sciences Education, 10, 315–326.

    Gürlen,E., Turan, S.,  and Senemo?lu, N. (2013) The correlation between learning approaches
              of prospective teachers and their academic achievement. Educational Research and Review
              Vol. 8(5), pp. 171-178.

    Lublin, J. (2003) Deep, surface and strategic approaches to learning. Center for Teaching and
                Learning, UCD, Dublin

    Marton, F. & Säljö, R. (1976a). On qualitative differences in learning I, outcome and process.
              British Journal of Educational Psychology, 46, 4-11.

    Qureshi S and Ullah R (2014) Learning experiences of higher education students: Approaches to
              learning as measures of quality of learning outcomes. Bulletin of Education and Research
              36(1): 79–100

    Sulaiman WS, Rahman WR, Dzulkifli MA, Sulaiman WS.(2013) Reliability of second-order
              factor of a revised two-factor study process questionnaire (R-SPQ-2F) among university
              students in Malaysia. Asean J Teach Learn High Educ. 5(2):1–13.

    Serife, A. (2008) A Conceptual Analysis on the Approaches to Learning. Educational Sciences:
               Theory & Practice; Vol. 8 Issue 3, p707-720, 14p, 3

    Taher, A. and Jin, C(2011) Assessing learning approaches of Chinese local MBA students: An
               investigation using the Revised Two-factor Study Process Questionnaire (R-SPQ-2F).
               Educational Research and Reviews Vol. 6(19), pp. 974-978

    Tarabashkina, L. and Lietz, P (2011). The impact of values and learning approaches on student
           achievement: Gender and academic discipline influences. Issues in Educational Research, 21(2),
              210-231.

    Trigwell, K., & Prosser, M. (1991). Relating approaches to studying and quality of student
         learning outcomes at the course level. British Journal of Educational Psychology, 61,265-275.

    Trigwell, K., Prosser, M., & Ginns, P. (2005). Phenomenographic pedagogy and a revised
        approaches to teaching inventory. Higher Education Research and Development, 24, 349

    Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to
                teaching and students’ approaches to learning. Higher Education, 37, 57–70.

    Zeegers, P. (1999). Student learning in science: A longitudinal study using the Biggs SPQ. Paper
             presented at HERDSA annual international conference, Melbourne.