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Speech-language pathology students' approaches to learning in a problem-based learning curriculum.

Problem-based learning (PBL) is hypothesized to enhance the development of deep learning. Most previous studies, however, have focused on outcomes (knowledge and skills) rather than students' approaches to learning, or how learning approach correlates with learning outcomes. Undergraduates in a spee...

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Published in:International Journal of Speech-Language Pathology Vol. 11; no. 6; pp. 472 - 482
Main Authors: Mok CKF, Dodd B, Whitehill TL
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Dec2009
Online Access:View this record in EBSCOhost
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      dt: Dec2009
      vid: 11
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        atl: Speech-language pathology students' approaches to learning in a problem-based learning curriculum.
      aug:
        au:
          Mok CKF
          Dodd B
          Whitehill TL
      sug:
        subj:
          Curriculum
          Learning Methods
          Problem-Based Learning
          Students, Speech-Language Pathology
          Students, Undergraduate Hong Kong
          Analysis of Variance
          Coefficient alpha
          Comparative Studies
          Correlational Studies
          Hong Kong
          Outcomes of Education
          Paired T-Tests
          Post Hoc Analysis
          Prospective Studies
          Questionnaires
          Student Performance Appraisal
      ab: Problem-based learning (PBL) is hypothesized to enhance the development of deep learning. Most previous studies, however, have focused on outcomes (knowledge and skills) rather than students' approaches to learning, or how learning approach correlates with learning outcomes. Undergraduates in a speech-language pathology program (n = 114) completed the revised 2-factor Study Process Questionnaire (R-SPQ-2F) twice in an academic year to identify their approaches to learning and to compare these results with academic outcomes. Two findings emerged. Although the mean of scores for the deep approach (DA) to learning was consistently higher than the mean of scores for the surface approach (SA) to learning, exposure to PBL led to significant increase in DA and SA to learning during an academic year for students in Years 1 to 3. Students who did well in a PBL examination showed a much stronger DA than SA to learning, while students who performed less well showed a smaller difference between DA and SA to learning. Possible explanations for these findings are evaluated and implications for further studies are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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