Assessing Student Approaches to Learning: A Case of Business Students at the Faculty of Business Management, UiTM

• Published in: Procedia, social and behavioral sciences social and behavioral sciences, 2013-10, Vol.90, p.904-913
• Main Authors: Zain, Zahariah Mohd, Malan, Irfah Najihah Basir, Noordin, Fauziah, Abdullah, Zaini
• Format: Article
• Language: English
• Subjects: academic programmes; age; CGPA; gender; SPQ; students’ approaches to learning; working experience
• ISSN: 1877-0428; 1877-0428
• DOI: 10.1016/j.sbspro.2013.07.167

The main aim of the study is to investigate the approaches to learning, motives and strategies of the business students at the Faculty of Business Management, UiTM. The study is also to explore the impact of age, gender, academic programmes, working experience and CGPA on the learning approaches. All these variables are selected because they bring quality of the learning outcomes on a more realistic basis. Today, there is an increasing emphasis on quality of learning in higher education. The literature identifies the approaches to learning as a significant factor affecting the quality of student learning. It is necessary to look at approaches to learning practiced by students because students might rote learn and therefore not be engaged in meaningful learning. This involves students acquiring skills and strategies, which allow them to learn effectively throughout their lives and become lifelong learners. It is important for educators to understand student learning in order to achieve the desired high quality learning outcomes. A survey is conducted in this study and the sample of this study consists of the business students (N=477) enrolled at the Faculty of Business Management, UiTM Shah Alam. Data are obtained using the Biggs’ Study Process Questionnaire (SPQ) as a diagnostic tool for measuring students’ self-reported study processes in terms of six subscales (Surface Motives and Surface Strategies, Deep Motives and Deep strategies, and Achieving Motives and Achieving Strategies), three derived Scales (Surface Approaches, Deep Approaches and Achieving Approaches) and a composite derived Scale (Deep-Achieving Approaches). The key findings provide inputs to the current scenario on the learning process specifically for the Faculty of Business Management, UiTM and will act as a basis for improvement in learning approaches of students.