Assessing 'Approaches to Learning' in Botswana, Ghana and Kenya

Autor/inn/en	Rolleston, Caine; Schendel, Rebecca; Grijalva Espinosa, Ana M.
Titel	Assessing 'Approaches to Learning' in Botswana, Ghana and Kenya
Quelle	In: Research in Comparative and International Education, 14 (2019) 1, S.118-140 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499919829216
Schlagwörter	Foreign Countries; Cultural Differences; Learning Strategies; Evaluation Methods; Student Characteristics; Student Experience; College Students; Student Attitudes; Test Validity; Test Reliability; Botswana; Ghana; Kenya; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Kultureller Unterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienerfahrung; Collegestudent; Schülerverhalten; Testvalidität; Testreliabilität; Kenia
Abstract	The concept of 'approaches to learning' (Marton, 1976) has long assumed a position of central importance in the analysis of student learning outcomes. However, constructing effective measures of students' approaches to learning is a complex task, and it is an empirical question whether such measures transfer well across contexts. In this paper, we examine the functioning of a moderately modified version of one of the most commonly used assessment of approaches to learning -- the revised two-factor Study Process Questionnaire (R-SPQ2F) -- in three African contexts (Ghana, Kenya and Botswana). We first present confirmatory factor analysis, which demonstrates that the modified R-SPQ2F functions in these contexts as intended by the developers of the instrument. We then consider the potential utility of the R-SPQ2F in these contexts by examining its relationship with student background characteristics, educational experiences at universities and learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01