Assessing 'Approaches to Learning' in Botswana, Ghana and Kenya
Grijalva Espinosa, Ana M.
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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.
CitationRolleston C, Schendel R, Grijalva Espinosa AM. Assessing ‘approaches to learning’ in Botswana, Ghana and Kenya. Research in Comparative and International Education. 2019;14(1):118-140. doi:10.1177/1745499919829216
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