Examining Learning Approaches among Trainee Teachers and Its Relationship with Academic Achievement
DOI:
https://doi.org/10.21834/ajbes.v3i11.104Keywords:
deep approaches, surface approaches, strategic approaches, productive learningAbstract
Studies reported that there were deficiencies in educational outcomes among students in terms of their critical thinking, communication, and problem-solving skills. These deficiencies were due to students’ learning approaches that affect their ability to think critically and thus decrease academic performance. Hence, this study intends to examine the learning approaches used by the trainee teachers of UiTM; and whether these approaches could enhance their academic performance. A total of 255 respondents participated in this study. The result also evidence that there was positive but low relationship between deep and strategic approaches to learning on academic performance. This finding has practical implications for educators in developing a more systematic approach to academic teaching and learning.
Keywords: deep approaches, surface approaches, strategic approaches, productive learning
eISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Â
http://dx.doi.org/10.21834/ajbes.v3i11.104
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