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Autor/inn/en | Rolleston, Caine; Schendel, Rebecca; Grijalva Espinosa, Ana M. |
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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
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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 |
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). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |