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Learning approaches: examination type, discipline of study, and gender

Smith, Swee Noi and Miller, Robyn 2005, Learning approaches: examination type, discipline of study, and gender, Educational psychology, vol. 25, no. 1, pp. 43-53, doi: 10.1080/0144341042000294886.

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Title Learning approaches: examination type, discipline of study, and gender
Author(s) Smith, Swee Noi
Miller, Robyn
Journal name Educational psychology
Volume number 25
Issue number 1
Start page 43
End page 53
Publisher Routledge
Place of publication London, England
Publication date 2005-02
ISSN 0144-3410
Summary A sample of 248 Australian university students participated in a study that investigated the influence of assessment type and discipline of study on students' learning approaches. Participants (93 psychology and 155 business students) responded to the Study Process Questionnaire in a context of preparation for a hypothetical examination. The hypothetical examination is in either a multiple-choice or an essay format. Results indicated that assessment type had no significant influence on how students approach their learning, while discipline did have significant influence on student learning.
Language eng
DOI 10.1080/0144341042000294886
Field of Research 170103 Educational Psychology
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, Taylor & Francis Ltd
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003090

Document type: Journal Article
Collection: School of Psychology
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