Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses

Mio, C. and Dombi, E. (2023) Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses. Open Scholarship of Teaching and Learning, 2(3), pp. 115-137. (doi: 10.56230/osotl.50)

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Abstract

The aim of this study is to investigate how students’ approaches to learning change during early years of university studies in classes where assessments have been designed to increase students’ engagement and ownership. The revised two-factor Study Process Questionnaire (R-SPQ-2F), a self-reporting survey, was used to measure students’ deep and surface approaches. Two first-year and one second-year cohorts of engineering students completed the questionnaire at the beginning and at the end of their modules. The majority of the assessment questions activated the first three levels of Bloom’s revised taxonomy, possibly encouraging a more surface approach to learning. However, the learning environment made use of peer assessment and online quizzes to provide prompt feedback to students and opportunities for self-reflection, thus possibly inducing a deeper level of engagement with the material. Data analysis of the R-SPQ-2F questionnaire scores showed that the deep approach score did not change while the surface approach score increased. The findings align with those of previous studies: the relationship between assessment and learning is complex, and surface approaches might have to be expected and accepted in the early years at university, in preparation for deeper approaches to learning which should be developed in later university years, when the more cognitive demanding levels of Bloom’s taxonomy, such as evaluating and creating, are required.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Mio, Dr Cristina
Authors: Mio, C., and Dombi, E.
College/School:College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Journal Name:Open Scholarship of Teaching and Learning
Journal Abbr.:OSOTL
Publisher:Open Scholarship of Teaching and Learning
ISSN:2752-4116
ISSN (Online):2752-4116
Copyright Holders:Copyright © 2023 Cristina Mio, Erzsebet Dombi
First Published:First published in Open Scholarship of Teaching and Learning 2(3): 115-137
Publisher Policy:Reproduced under a Creative Commons license

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