Deep Approaches and Learning Outcomes: An Exploration Using Indirect Measures
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Abstract
The purpose of this study was to explore the relationship between students’ engagement in deep approaches to learning (DAL) and measures of affective learning outcomes. Students completed 13 items designed to represent indirect assessments of their effectiveness on three institutionally defined learning outcomes. Each scale was regressed on gender, class level, enrollment in a soft discipline, and score on an overall DAL scale. Results showed statistically significant positive effect between engagement in DAL and scores on each of the three indirect assessment measures. Further research exploring the link between DAL, student academic ability, and direct measures of student learning is suggested.
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