Assessing study approach in postgraduate physiotherapy students
Journal Title: Journal of Education Technology in Health Sciences - Year 2018, Vol 5, Issue 1
Abstract
Introduction Study approach is a concept about studentsrsquo motivation on learning and the use of appropriate strategies The different approaches of learning are superficial approach and a deep approach Examination of studentsrsquo study approaches has been a growing area of research in higher education to help identify studentsrsquo strengths and weaknesses It also provides teachers guidance for review development of curriculum and teaching methodologies most likely to support appropriate learning Students in general are expected to develop deep learning approach by adopting a deeper level processing higher levels of critical thinking and greater ability to engage in selfregulated learning It becomes more important to know the approach used by postgraduate students as they will be specializing in a particular subject Therefore the objective of this research was to assess the study motives and strategies adopted by postgraduate physiotherapy studentsMaterials and Methods John Biggrsquos Revised Two Factor Study Process Questionnaire RSPQ2F was administered to 40 postgraduate physiotherapy students Questionnaire has two approaches deep approach and superficial approach each containing two subscales motives and strategyResults The mean scores of the deep approach were higher than superficial approach The data analysis showed that physiotherapy postgraduate students significantly adopted deep approach plt0000 They were found to have deep motives and strategies compared to that of superficialConclusion Our findings indicate that postgraduate physiotherapy students prefer a deep study approach with deep motives and strategiesKeyword Study Approach RSPQ2F Motives Strategies Physiotherapy Postgraduate students
Authors and Affiliations
Reshma S. Gurav, Yesha Mehta, Shweta Nahar
Keywords
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- EP ID EP488177
- DOI 10.18231/2393-8005.2018.0009
- Views 58
- Downloads 0
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