Differences in study approaches and the implications for student learning
Arambewela, Rodney, Mulready, Pam and Callaghan, Bill 2007, Differences in study approaches and the implications for student learning, in ANZMAC 2007 : 3Rs, reputation responsibility relevance, University of Otago, School of Business, Dept. of Marketing, Dunedin, N.Z., pp. 3520-3526.
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Australian and New Zealand Marketing Academy Conference
University of Otago, School of Business, Dept. of Marketing
Place of publication
Using the revised 42 item Study Process questionnaire SPQ-R (Zeegers 2002) and its underlying methodology developed by Biggs (1987), this study investigates student learning approaches and academic outcomes across units in their First Year of study. The study confirmed that there are differences in the study approaches of students and that it was possible to group students according to their learning orientations (profiles). Whilst there was not a large variation between profiles and academic results, low achieving approaches were clearly related to low achieving results.
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