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However, they are not the sole factors that impact students? academic achievement. The aims of this research are three-fold: to determine the learning approaches preferred by most students and the impact of the learning approaches on their academic performance, to examine the learning methods preferred by most students, and to identify the learning environments preferred by most students in their quest to achieve excellent academic performance. The instrument used is adopted and adapted from Biggs, Kember and Leung (2001), Jarvis and Woodrow (2001) and Wishart (2005). The study involved 215 social science degree students from four different programmes. A self-administered questionnaire was used to collect the data. The key findings of the study were: more students were inclined to adopt a deep learning approach than surface learning approach, those who adopted a deep learning approach performed better academically than those who used a surface learning approach, lecture is the learning method preferred by most students and hearing and explanation is the learning environment preferred by most students. The findings also suggest that students are dependent on lecturers to help them to understand content knowledge. In line with the findings of this study, programme management and academicians might have to tailor their teaching with students? specific needs in mind. Furthermore, programme management needs to plan intervention programmes - such as effective study skills - to encourage students to be more independent, learn in groups and be more resourceful learners. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Research in Education", "publisher": "", "place": "", "date": "May 2012", "volume": "87", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "75-94", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Research in Education", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=77685412&site=ehost-live&scope=site", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "00345237", "archive": "afh", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement" }, { "tag": "ACADEMIC degrees" }, { "tag": "CASE studies" }, { "tag": "CLASSROOM environment" }, { "tag": "DEEP APPROACH" }, { "tag": "LEARNING APPROACH" }, { "tag": "LEARNING ENVIRONMENT" }, { "tag": "LEARNING METHOD" }, { "tag": "LEARNING VIRONMT" }, { "tag": "Learning" }, { "tag": 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Learning, the Classroom Environment, and Approaches to Learning", "creators": [ { "creatorType": "author", "firstName": "Barry C.", "lastName": "Dart" }, { "creatorType": "author", "firstName": "Paul C.", "lastName": "Burnett" }, { "creatorType": "author", "firstName": "Nola", "lastName": "Purdie" }, { "creatorType": "author", "firstName": "Gillian", "lastName": "Boulton-Lewis" }, { "creatorType": "author", "firstName": "Jenny", "lastName": "Campbell" }, { "creatorType": "author", "firstName": "David", "lastName": "Smith" } ], "abstractNote": "", "publicationTitle": "The Journal of Educational Research", "publisher": "", "place": "", "date": "March 1, 2000", "volume": "93", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "262-270", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "The Journal of Educational Research", "DOI": "10.1080/00220670009598715", "citationKey": "", "url": 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"relations": {}, "dateAdded": "2014-05-19T09:52:33Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "TQ4J9KZ5", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/TQ4J9KZ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/TQ4J9KZ5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Siegle", "parsedDate": "2014-01-01", "numChildren": 0 }, "data": { "key": "TQ4J9KZ5", "version": 31, "itemType": "journalArticle", "title": "Technology: Differentiating Instruction by Flipping the Classroom", "creators": [ { "creatorType": "author", "firstName": "Del", "lastName": "Siegle" } ], "abstractNote": "Flipping the classroom can be an effective instructional strategy for differentiating instruction for gifted and talented students. The author presents a rationale for using the strategy with gifted students, possible problems educators might encounter, and practical tips for beginning the process of flipping the classroom.", "publicationTitle": "Gifted Child Today", "publisher": "", "place": "", "date": "January 1, 2014", "volume": "37", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "51-55", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Gifted Child Today", "DOI": "10.1177/1076217513497579", "citationKey": "", "url": "http://gct.sagepub.com/content/37/1/51.abstract", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-19T09:26:09Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "JN73HNN9", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/JN73HNN9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/JN73HNN9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Diepenbroek", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "JN73HNN9", "version": 31, "itemType": "thesis", "title": "Het gebruik van applets tijdens de introductie van het foto-elektrisch effect en de resulterende begripsontwikkeling", "creators": [ { "creatorType": "author", "firstName": "Patrick", "lastName": "Diepenbroek" } ], "abstractNote": "", "thesisType": "", "university": "Masters thesis, Physics Education Research, University of Twente. http://www. utwente. nl/elan/LO/master/studentprodukt/OvO/OvO-na/DiepenbroekOvO. pdf", "place": "", "date": "2006", "series": "", "seriesNumber": "", "numPages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-19T09:10:49Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "8I3RCEIE", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/8I3RCEIE", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/8I3RCEIE", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Freeman et al.", "parsedDate": "2014-05-12", "numChildren": 0 }, "data": { "key": "8I3RCEIE", "version": 31, "itemType": "journalArticle", "title": "Active learning increases student performance in science, engineering, and mathematics", "creators": [ { "creatorType": "author", "firstName": "Scott", "lastName": "Freeman" }, { "creatorType": "author", "firstName": "Sarah L.", "lastName": "Eddy" }, { "creatorType": "author", "firstName": "Miles", "lastName": "McDonough" }, { "creatorType": "author", "firstName": "Michelle K.", "lastName": "Smith" }, { "creatorType": "author", "firstName": "Nnadozie", "lastName": "Okoroafor" }, { "creatorType": "author", "firstName": "Hannah", "lastName": "Jordt" }, { "creatorType": "author", "firstName": "Mary Pat", "lastName": "Wenderoth" } ], "abstractNote": "To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.", "publicationTitle": "Proceedings of the National Academy of Sciences", "publisher": "", "place": "", "date": "May 12, 2014", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Proceedings of the National Academy of Sciences", "DOI": "10.1073/pnas.1319030111", "citationKey": "", "url": "http://www.pnas.org/content/early/2014/05/08/1319030111.abstract", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-19T07:02:33Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "EJRGN8GN", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/EJRGN8GN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/EJRGN8GN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Cunningham and Duffy", "parsedDate": "1996", "numChildren": 0 }, "data": { "key": "EJRGN8GN", "version": 31, "itemType": "journalArticle", "title": "Constructivism: Implications for the design and delivery of instruction", "creators": [ { "creatorType": "author", "firstName": "D.", "lastName": "Cunningham" }, { "creatorType": "author", "firstName": "T.", "lastName": "Duffy" } ], "abstractNote": "", "publicationTitle": "Handbook of research for educational communications and technology", "publisher": "", "place": "", "date": "1996", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "170-198", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-19T09:30:24Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "IJF3QG6S", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/IJF3QG6S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/IJF3QG6S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Chin and Brown", "parsedDate": "2000-02-01", "numChildren": 0 }, "data": { "key": "IJF3QG6S", "version": 31, "itemType": "journalArticle", "title": "Learning in Science: A Comparison of Deep and Surface Approaches", "creators": [ { "creatorType": "author", "firstName": "Christine", "lastName": "Chin" }, { "creatorType": "author", "firstName": "David E.", "lastName": "Brown" } ], "abstractNote": "", "publicationTitle": "Journal of Research in Science Teaching", "publisher": "", "place": "", "date": "February 1, 2000", "volume": "37", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "109-138", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J. 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Teach.", "DOI": "10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7", "citationKey": "", "url": "http://dx.doi.org/10.1002/(SICI)1098-2736(200002)37:2<109::AID-TEA3>3.0.CO;2-7", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1098-2736", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-19T09:20:12Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "JUWIHSIG", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/JUWIHSIG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/JUWIHSIG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Duff and McKinstry", "parsedDate": "2007-05", "numChildren": 1 }, "data": { "key": "JUWIHSIG", "version": 31, "itemType": "journalArticle", "title": "Students' Approaches to Learning.", "creators": [ { "creatorType": "author", "firstName": "Angus", "lastName": "Duff" }, { "creatorType": "author", "firstName": "Sam", "lastName": "McKinstry" } ], "abstractNote": "This paper provides an overview of the students' approaches to learning (SAL) literature, including a review of the models, theories, and research instruments. SAL research has developed largely in the United Kingdom and Australasia, where its concepts are widely understood by academics. Yet little research using these ideas has been done in North America. To encourage American accounting educators to redress this imbalance, the paper describes the motivations for undertaking SAL research, describes conceptions of learning, and reviews a number of inventories developed by SAL scholars for applied research in the field. In addition, this paper traces the development of SAL research in the discipline of accounting education. Finally, the paper reviews 19 extant articles to offer suggestions for future research. [ABSTRACT FROM AUTHOR]", "publicationTitle": "Issues in Accounting Education", "publisher": "", "place": "", "date": "May 2007", "volume": "22", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "183-214", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Issues in Accounting Education", "DOI": "", "citationKey": "", "url": "http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=25079550&site=ehost-live&scope=site", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "07393172", "archive": "buh", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACCOUNTING" }, { "tag": "AUSTRALASIA" }, { "tag": "FORECASTING" }, { "tag": "GREAT Britain" }, { "tag": "Learning" }, { "tag": "NORTH America" }, { "tag": "STUDY & teaching" } ], "collections": [], "relations": {}, "dateAdded": "2014-05-19T09:15:43Z", "dateModified": "2014-05-26T13:10:16Z" } 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of the ‘21st century learner’, classroom environments are increasingly moving away from traditional models of a single-teacher isolated in their classroom. There is an advent of ‘non-traditional’ environments that challenge long-held practices in teaching. To support these changes there is a pressing need to create opportunities for professional learning. This article reports on a study undertaken within three primary schools that had recently adopted ‘non-traditional’ classroom environments. The study aimed to identify how these new spaces were shaping teaching practices and the challenges that they presented for professional learning. This article presents findings from this study with recommendations for how systems and schools can better manage the opportunities presented by these ‘non-traditional’ environments.", "publicationTitle": "Improving Schools", "publisher": "", "place": "", "date": "November 1, 2013", "volume": "16", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "209-222", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Improving Schools", "DOI": "10.1177/1365480213501057", "citationKey": "", "url": "http://imp.sagepub.com/content/16/3/209.abstract", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-12T14:18:25Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "DKS8VHTM", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/DKS8VHTM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/DKS8VHTM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "Levy et al.", "parsedDate": "2013-11-01", "numChildren": 0 }, "data": { "key": "DKS8VHTM", "version": 31, "itemType": "journalArticle", "title": "Examining Studies of Inquiry-Based Learning in Three Fields of Education: Sparking Generative Conversation", "creators": [ { "creatorType": "author", "firstName": "Brett L. M.", "lastName": "Levy" }, { "creatorType": "author", "firstName": "Ebony Elizabeth", "lastName": "Thomas" }, { "creatorType": "author", "firstName": "Kathryn", "lastName": "Drago" }, { "creatorType": "author", "firstName": "Lesley A.", "lastName": "Rex" } ], "abstractNote": "Many educational researchers across the United States have found that inquiry-based learning (IBL) supports the development of deep, meaningful content knowledge. However, integrating IBL into classroom practice has been challenging, in part because of contrasting conceptualizations and practices across educational fields. In this article, we (a) describe differing conceptions of IBL, (b) summarize our own studies of IBL in three fields of education, (c) compare and contrast the processes and purposes of IBL in our studies and fields, and (d) suggest numerous opportunities for cross-disciplinary collaborations on IBL curriculum, teaching, and research that could bolster its inclusion in K-12 education. We ground our exploration in knowledge-generating conceptualizations and practices in these fields.", "publicationTitle": "Journal of Teacher Education", "publisher": "", "place": "", "date": "November 1, 2013", "volume": "64", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "387-408", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Teacher Education", "DOI": "10.1177/0022487113496430", "citationKey": "", "url": "http://jte.sagepub.com/content/64/5/387.abstract", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2014-05-12T14:18:25Z", "dateModified": "2014-05-26T13:10:16Z" } }, { "key": "366JQTN5", "version": 31, "library": { "type": "group", "id": 264349, "name": "iCop research", "links": { "alternate": { "href": "https://www.zotero.org/groups/icop_research", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/264349/items/366JQTN5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/icop_research/items/366JQTN5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1867950, "username": "mcshifferling", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mcshifferling", "type": "text/html" } } }, "creatorSummary": "JONES", "parsedDate": "2011-11-01", "numChildren": 0 }, "data": { "key": "366JQTN5", "version": 31, "itemType": "journalArticle", "title": "Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning", "creators": [ { "creatorType": "author", "firstName": "ADRIAN", "lastName": "JONES" } ], "abstractNote": "This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being-there and being-aware (Da-sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. 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