Learning Approaches among UKM Health Sciences Undergraduates and Postgraduates

Abstract

Students’ learning approach can be categorized as either a deep learning approach or a surface learning approach. The present study aims to evaluate the learning approaches among health sciences undergraduates and postgraduates, identify predictors of learning approaches, and investigate the relationship between learning approaches and academic accomplishment. The respondents of this study were 130 undergraduates and 70 postgraduates. A revised two-factor version of the Study Process Questionnaire was administered to assess students’ learning approaches. The result showed that the predominant learning approach among the undergraduates and postgraduates was deep learning. Postgraduates (35.21+3.54) were significantly higher (p<0.05) in deep learning than undergraduates (32.61+5.71). The surface learning approach was highest among fourth-year undergraduates (p<0.05). Gender and working experience were factors associated with learning approaches in postgraduates. There was no significant correlation (p>0.05) between students’ learning approaches and academic performance. This study’s findings recommended curriculum and assessment system revision to foster a deep learning approach in health sciences undergraduates and postgraduates.