Learning approaches: examination type, discipline of study, and gender
Data(s) |
01/02/2005
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Resumo |
A sample of 248 Australian university students participated in a study that investigated the influence of assessment type and discipline of study on students' learning approaches. Participants (93 psychology and 155 business students) responded to the Study Process Questionnaire in a context of preparation for a hypothetical examination. The hypothetical examination is in either a multiple-choice or an essay format. Results indicated that assessment type had no significant influence on how students approach their learning, while discipline did have significant influence on student learning. <br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Routledge |
Relação |
http://dro.deakin.edu.au/eserv/DU:30003090/n20050675.pdf http://dx.doi.org/10.1080/0144341042000294886 |
Direitos |
2005, Taylor & Francis Ltd |
Tipo |
Journal Article |