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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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Title Differences in study approaches and the implications for student learning
Author(s) Arambewela, Rodney
Mulready, Pam
Callaghan, Bill
Conference name Australian and New Zealand Marketing Academy. Conference (2007 : Dunedin, N.Z.)
Conference location Dunedin, N.Z.
Conference dates 3-5 December 2007
Title of proceedings ANZMAC 2007 : 3Rs, reputation responsibility relevance
Editor(s) Thyne, Maree
Deans, Kenneth
Gnoth, Juergen
Publication date 2007
Conference series Australian and New Zealand Marketing Academy Conference
Start page 3520
End page 3526
Publisher University of Otago, School of Business, Dept. of Marketing
Place of publication Dunedin, N.Z.
Summary 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.
Notes Reproduced with the specific permission of the copyright owner.
ISBN 9781877156299
9781877156280
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2007, ANZMAC
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008113

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