Abstract
The study used the Approaches to Studying Inventory of Ramsden and Entwistle (1981) on a sample of 1095 internal and external students at the Capricornia Institute and the Tasmanian State Institute of Technology in Australia. The inventory yields scores for sixteen sub-scales relating to approach to study. Discriminant analyses were performed separately for external and internal students, using the sub-scale scores as discriminating variables. The variables distinguished significantly between those who persisted with a course and those who withdrew or failed. Discriminant functions were also produced to distinguish students receiving pass grades from those achieving a higher grade. A different set of variables appeared in this discriminant function showing that withdrawal or drop-out could not be treated as part of a continuous scale of grades awarded. The results are discussed in terms of the relationship between input variables (eg, curriculum, instructional design and learning environment), process (approach to studying) and the output or course outcomes. Surface approach was the major discriminator between withdrawal, or failure, and persistence. The effect of study skills programmes and curriculum changes on surface approach and hence persistence is discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ausubel, D.P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
Ausubel, D.P. (1968). Educational Psychology: a cognitive view. New York: Holt, Rinehart & Winston.
Baird, J.R. & White, R.T. (1982). Promoting self-control of learning. Instructional Science, 11, 227–247.
Biggs, J.B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394.
Dansereau, D. (1979). Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 71, 1, 64–73.
Entwistle, N.J., Hanley, M. & Hounsell, D.J. (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365–380.
Entwistle, N.J. & Ramsden, P. (1983). Understanding Student Learning. London: Croom Helm.
Ford, N. (1981). Recent approaches to the study and teaching of effective learning in higher education. Review of Educational Research, 51 (3), 345–377.
Gibbs, G. (1981). Teaching Students to Learn: a student-centred approach. Milton Keynes: Open University Press.
Gibbs, G. (1984). Better teaching or better learning. HERDSA News, 6, 1.
Hall, A. & Harper, G. (1981). Student Discontinuance: university related or personal? Australian Educational Researcher, 8 (4), 22–31.
Harper, G. & Kember, D. (1985). Approaches to study of distance education students. British Journal of Educational Technology, 3, 17, 212–222.
Hartley, J. (1978). Designing Instructional Text. London: Kogan Page.
Kember, D. (1981). Some factors affecting attrition and performance in a distance education course at the University of Papua New Guinea. Distance Education, 2 (2), 164–188.
Marton, F. (1981). Phenomenography-describing conceptions of the world around us. Instructional Science, 10, 177–200.
Marton, F., Hounsell, D. & Entwistle, N. (1984). (Eds.) The Experience of Learning. Edinburgh: Scottish Academic Press.
Marton, F. & Säljö, R. (1976a). On qualitative differences in learning, outcome and process I. British Journal of Educational Psychology, 46, 4–11.
Marton, F. & Säljö, R. (1976a). On qualitative differences in learning, outcome and process II. British Journal of Educational Psychology, 46, 115–127.
Nie, N.H., Hull, C.H., Jenkins, J.G., Steinbrenner, K. & Bent, D.H. (1975). SPSS Statistical Package for the Social Sciences. New York: McGraw-Hill.
Pask, G. (1976a). Styles and strategies of learning. British Journal of Educational Psychology, 46, 128–148.
Pask, G. (1976b). Conversational techniques in the study and practice of education. British Journal of Educational Psychology, 46, 12–25.
Ramsden, P. (1983). The Lancaster Approaches to Studying and Course Perceptions Questionnaire: Lecturers' Handbook. Mimeograph, Educational Methods Unit, Oxford Polytechnic.
Ramsden, P. (1986). Why and how to study learning. Paper presented at the 12th Annual HERDSA Conference, Canberra.
Ramsden, P. & Entwistle, N.J. (1981). Effects of academic departments on students' approaches to studying. British Journal of Educational Psychology, 51, 368–383.
Reigeluth, C.M. (1983). The Elaboration Theory of Instruction, in C.M. Reigeluth (ed), Instructional Design Theories and Models: an overview of their current status. Hillsdale, N.J.: Lawrence Erlbaum.
Säljö, R. (1975). Qualitative differences in learning as a function of the learner's conception of the task. Gothenburg: Acta Universitatis Gothoburgensis.
Tinto, V. (1975). Drop-out from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45 (1), 89–125.
Watkins, D. (1982). Identifying the study process dimensions of Australian university students. The Australian Journal of Education, 26 (1), 76–85.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Kember, D., Harper, G. Implications for instruction arising from the relationship between approaches to studying and academic outcomes. Instr Sci 16, 35–46 (1987). https://doi.org/10.1007/BF00120004
Issue Date:
DOI: https://doi.org/10.1007/BF00120004