Assessing approaches to learning: cross-cultural comparisons
Dr. Bhoomiah Dasari, DBA, MSc, TDipCOT, FCOT, School of Health Professions &
Rehabilitation Sciences, University of Southampton, England, U.K.
Abstract:
Materials & Methods
This study was designed to see if Hong Kong Chinese students
predisposed to a surface or deep approach to learning react
differently when moving progressively from one stage to the
next stage in their undergraduate occupational therapy
curriculum. In this study, the internal consistency reliability
estimates alpha for SPQ (Study Process Questionnaire (Biggs,
1987c)) scales for samples of Hong Kong, Australian and British
students were compared. The alpha estimates varied from 0.56
to 0.75 which compares favourably with other studies reported
in Hong Kong, Australia and U.K. The results of this study did
not confirm the anecdotal claims that rote learning was far more
wide spread among Hong Kong tertiary students than their
counterparts in other countries and ruled out the potential for
misunderstandings.
This study is a combination of quantitative and qualitative
methods in its design, data collection and data analysis, and
hence their interpretation. The study involved an investigation
of 80 OT undergraduate students by administering a series of 4
validated test instruments. The Study Process Questionnaire
(Biggs, 1992) was used pre–and post-clinical education
intervention to assess students’ approaches to learning. The
SPQ consists of 42 items equally and systematically divided
among three approaches to learning (deep, surface, and
achieving) into six motive and strategy scales.
Table 1: Comparison of learning approaches of the sample
population
Results
It can be noted from the results shown below (Table 2), the
alpha estimates varied from 0.56 to 0.75 and compares
favourably with other studies reported in Hong Kong, Australia
and U.K. (Biggs, 1987a; Biggs, 1992; Biggs, 1996; Chan &
Watkins, 1995; O’Neil & Child, 1984; and Hattie & Watkins,
1981).
Learning Approach
Pre-test (n=80)
Numbers (%)
Post-test (n=80)
Numbers (%)
Deep-biased
24
30.0%
26
32.5%
Surface-biased
34
42.5%
27
33.75%
No-biased
22
27.5%
27
33.75%
Table 2. Internal Consistency Reliability Coefficient Alpha of SPQ Scales and Subscales
SPQ scales and subscales Hong Kong Students
Australian Students
N=80 N=233
8
a
b
N=1043 Alpha range
Surface Motive (SM)
0.56
0.53
0.61
0.53-0.56
0.56
Surface Strategy (SS)
0.65
0.65
0.57
0.55-0.65
Deep Motive (DM)
0.64
0.60
0.66
Deep Strategy (DS)
0.70
0.75
Achieving Motive (AM)
0.71
Achieving Strategy (AS)
0.75
c
d
N=190 N=2365
e
f
British Students
N=823
N=255
N=245
g
h
i
0.51
0.61
0.60
0.53
0.55
0.62
0.66
0.69
0.56
0.60-0.67
0.67
0.63
0.65
0.67
0.64
0.72
0.68-0.75
0.76
0.73
0.75
0.72
0.65
0.74
0.73
0.71-0.77
0.71
0.71
0.72
0.70
0.72
0.69
0.76
0.69-0.77
0.77
0.75
0.77
0.74
0.77
Sub-scales
Key:
a. Present study
b. Biggs (1993)
c. Kember and Gow (1990)
d. Biggs & Watkins (1996)
e. Chan & Watkins (1995)
f. Biggs (1987a)
g. Biggs (1992)
h. Hattie & Watkins (1981)
i. O’Neil and Child (1984)
Discussion and Conclusions
There are conflicting stereotypes existing in the literature about Asian students who are perceived by their teachers as over relying
on rote learning. Anecdotal evidence also abounds in Hong Kong to the effect that students entering tertiary education are
predisposed to a “rote” learning approach. However, until the research studies at City Polytechnic of Hong Kong and Hong Kong
Polytechnic (Balla & Stokes, 1989; Gow & Kember, 1989; Kember & Gow, 1991; Davies, Sivan & Kember, 1994), there have been no
systematic studies performed in Hong Kong. Based on the findings of this study and some other studies, stereotype description of
Chinese learner is not supported. On the basis of the evidence gathered from this research, it is reasonable to conclude that
Chinese students’ show no difference in their patterns of adaptation to academic demands that their approach to study was, like
that of other Asian students, influenced by their perceptions of course requirements rather than any ‘typical’ personal or cultural
characteristics.
References
Balla, J., Stokes, M., & Stafford, K. (1991). Using the Study Process Questionnaire to its full potential: A Hong Kong view, (Technical Report No. 1). Hong Kong: Educational
Technology Centre, City University of Hong Kong.
Biggs, J.B. (1987c). The Study Process Questionnaire (SPQ): Manual. Hawthorn, Victoria: Australian Council for Educational Research.
Biggs, J. (1992). Developing knowledge: A process of construction maping and review. New Zealand Journal of Physiotherapy, 20, 23-30.
Biggs, J.B. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.
Chan, Y. Y. C. A., & Watkins, D. (1995). How do Hong Kong hospital based student nurses learn? Educational Research Journal, 10, 54-59.
Gow, L., Kember, D., & Chow, R. (1991). The effects of English language ability on approaches to learning. Regional English Language Centre Journal, 22, 49-68.
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Psychology, 51, 241-244.
O’Neil, M. J., & Child, D. (1984). Bigg’s SPQ: A British study of its internal structure. British Journal of Educational Psychology, 54, 228-234.