Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1960

Full Length Research Paper

The relationship between learning approaches of prospective teachers and their academic achievement

Eda Gürlen1*, Sevgi Turan2 and Nuray SenemoÄŸlu1
  1Hacettepe University, Faculty of Education, Curriculum and Instruction, 06800 Beytepe, Ankara, Turkey. 2Hacettepe University, Faculty of Medicine, Department of Medical Education and Informatics, 06100 Sıhhiye, Ankara, Turkey.
Email: [email protected]

  •  Accepted: 18 February 2013
  •  Published: 10 March 2013

Abstract

 

To prepare for future professional challenges, prospective teachers should acquire the capabilities for independent learning. Prospective teachers should know how to learn effectively. In this article, prospective teachers’ learning approaches, learning preference and the relationship between learning preference, learning approaches with achievement and students’ perception of achievement were investigated. In order to determine the approach and study skills of students, Approaches and Study Skills Inventory for Students (ASSIST) was used. Findings indicated that academic achievement was positively related to strategic approaches, and perception of achievement was positively related to strategic approaches but negatively related to a surface approach to learning. There was a difference in using strategic approaches in favor of female students. There was a positive relationship between academic achievement and strategic approach. However, no correlation was found between academic achievement and surface approach. Strategic approaches to learning were found to be the best predictors of academic performance in the present study. Students’ satisfaction with their major was positively correlated with strategic approaches but negatively related to surface approaches and deep approaches.

 

Key words: prospective teachers, learning approaches, higher education, ASSIST