dc.contributor.author | Rolleston, Caine | |
dc.contributor.author | Schende, Rebecca | |
dc.contributor.author | Grijalva Espinosa, Ana M. | |
dc.date.accessioned | 2021-02-24T11:48:05Z | |
dc.date.available | 2021-02-24T11:48:05Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Rolleston 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 | |
dc.identifier.uri | https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/16165 | |
dc.description | RLOs | |
dc.description.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. | |
dc.publisher | SAGE | |
dc.title | Assessing 'Approaches to Learning' in Botswana, Ghana and Kenya | |
dc.type | Article | |
dc.rights.holder | © The Author(s) 2019 | |
dc.identifier.externaluri | http://dx.doi.org/10.1177/1745499919829216 | |
dc.identifier.ag | ES/M005496/1 | |
dc.identifier.doi | 10.1177/1745499919829216 | |