Developing an instrument to identify MBChB students' approaches to learning

Abstract

The constructs of deep, surface and achieving approaches to learning are well defined in the literature and amply supported by research. Quality learning results from a deep approach to learning, and a deep-achieving approach to learning is regarded as the most adaptive approach institutionally. It is therefore felt that monitoring the prevalence of these approaches to learning, specifically in a newly implemented integrated and problem-orientated MBChB curriculum, could provide evidence of the quality of learning taking place in the learning programme. Although instruments exist that measure approaches to learning, a short version was required to facilitate relevantly frequent application. The Approaches to Learning and Studying Inventory (ALSI) was developed for this purpose. Results show the instrument to possess satisfactory psychometric properties for research purposes.


South African Journal of Higher Education Vol.15(2) 2001: 140-147