The deep approach to learning: is it a prerequisite to success in Further Education.
University of Wales Institute, Cardiff.
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Despite the vast research on deep and surface learning (approaches to learning) in Higher Education, little is known about its relevance to stakeholders in Further Education. This case study looked specifically at: the link between students' evaluation skills in Psychology and their approach to learning; the possible link between a teacher's approach to learning and that of their students; and finally questioned the benefit of the research for teachers and students. 65 lower sixth Psychology students and 38 teachers from a variety of subjects completed the ASSIST questionn-aire. Results indicated a positive correlation between deep learners and the ability to evaluate well in external examinations. The link between teachers' learning strategy and how their students learn proved more difficult to investigate. However' the results indicated a similarity between teachers' deep scores and those of their students. Finally, the results of the questionnaires were received well by students who indicated an interest in the research. Final AS Psychology examination results showed a very strong positive correlation with deep learners suggesting that the approach should be a prerequisite for success in Further Education. Overall results support the notion that deep learning can lead to better performance in AS Psychology.
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