چکیده:
The most important objective of the educational systems is to increase student's learning and trying to improve its quality. Such an ideal has special place in higher education. The main purpose of present research was to investigate students learning approaches and how student's attitudes tend to their learning approaches. Research approach was mixed-descriptive method. The study population consisted of the students at University of Tehran in 2009-10 school year. In the quantitative study, 220 subjects were randomly selected. For the second part of the extreme 6 individuals were selected. Two questionnaires (Inventory of two-factor learning approaches, Biggs et al 2001) and interviews were used to collect data. Reliability coefficient of the questionnaire for deep learning approaches was.73 and for surface approach.80.Quantitative analysis was used for clustering of students in learning approaches and test of MANOVA. In qualitative analysis coding of interviews were utilized. Quantitative results showed that Tehran University students used a more deep learning approach. Engineering majors and postgraduate students had more deep learning approach. In the qualitative analysis five major themes for why students tend to approach learning were identified: teacher’s teaching methods, teachers’ evaluation method, student learning objectives, learning strategies and curriculum content.
خلاصه ماشینی:
Investigating learning approaches and how students tend towards them: An application of mixed methods research Mahmoud Ghazi Tabatabaei 1, Majid Yousefi Afrashteh *2 and Leila Siyami 3 Abstract The most important goal of educational systems is to increase learners' learning and strive to improve its quality.
In fact, outcome-oriented learning was removed from the designed tool's factor structure, and today, two learning approaches, deep and surface, are prominent in the research literature (Biggs, Kember, Leung & 2001; Jones, 2002; Justicia; Pichardo, Berbén & Fuente, 2008).
Marton and Saljo (1976a) used qualitative research and the analysis of interviews and open-ended questions among students who had studied a text, and in their findings, they distinguished two learning approaches: meaningful (deep) and indicative (surface).
The results of his research showed that students who use deep learning approaches prefer assessment methods that deal with the evaluation of cognitive processes, whereas surface learners welcome multiple-choice tests that measure superficial information.
Table 2- Frequency distribution of sample individuals by field and academic level Frequency percentage (Refer to page image) In the second stage of the research, which includes the qualitative approach, a purposive sampling method was used, through which three individuals from the final members of each of the deep and surface learning categories (6 people in total) were referred to, and semi-structured interviews were conducted with them regarding the reason for choosing their learning approach.
Based on the research results, two factors, field of study and educational level, affect students' learning approach.
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