A Model of Approaches to Learning and Academic Achievement of Students from an Inquiry Based Bachelor of Health Sciences Program
Abstract
The Biggs’ Study Process Questionnaire (SPQ) was used to test competing models of students’ approaches to learning in a sample of undergraduate students (n = 125) from an inquiry based Bachelor of Health Sciences program. In addition to an internal consistency and test-retest reliability analysis of the SPQ, confirmatory factor analysis was used to evaluate the goodness-of-fit of two competing models of approaches to learning with students’ GPA. The results provided support for a three-factor model of approaches to learning (CFI = 1.00, SRMR = .052, RMSEA = .000) and the connection between GPA and an achieving approach to learning (path coefficient = .99). A three-factor model of the SPQ that recognizes the strong relationship between students’ GPA, achieving motives and strategies for learning warrants further investigation. Other factors such as faculty expectations, heavy workloads and time commitments may influence the adoption of less desirable approaches to learning.
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