Study approaches of life science students using the revised two-factor study process questionnaire (R-spq-2f)

Abstract

Students’ approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politècnica de València in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.