Multi-group structural models between learning approaches and educational-personal experiences among Students in human sciences and mathematical-analytical sciences

Abstract

The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students were selected through cluster sampling. Instruments in this study were two questionnaires, i.e., The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which was used to measure approaches to learning among participants, and Personal and Educational Development Inventory (PEDI) which measured course experiences. A multi-group structural equation model (SEM) examining approaches to learning effects on educational-personal experiences by university majoring. The results indicated there was a significant positive relationship between deep approaches to learning (deep strategies and motivation) and student’s course experience among students majoring at human sciences and analytical sciences (P<0/01); thus, it was concluded that approaches to learning affected educational-personal experiences. One other finding in this study revealed there was a significant negative relationship between surface approaches to learning (surface strategies and motivation) and student’s educational-personal experiences among students majoring at analytical sciences (P<0/01). While, in students majoring at human sciences, there was a significant negative relationship between surface motivation to learning and student’s cognitive development ( ) and surface strategy and cognitive development ( ), but there was not significant relationships among the other aspect of surface approaches to learning and educational-personal experiences.