A comparison of two learning approach inventories and their utility in predicting examination performance and study habits

Adv Physiol Educ. 2024 Jan 25. doi: 10.1152/advan.00227.2023. Online ahead of print.ABSTRACTThe revised two-factor Study Process Questionnaire and the Approaches and Study Skills Inventory for Students are two instruments commonly used to measure student learning approach. While both are designed to measure similar constructs, it is unclear whether the metrics they provide differ in terms of their real-world classification of learning approach. The purpose of this study is to compare outcomes of these two inventories using a study population from an undergraduate (baccalaureate) human anatomy course. The three central goals of this study are to compare the inventories in terms of 1) how students are classified, 2) the relationship between examination performance, time spent studying and learning approach, and 3) instrument reliability. Results demonstrate that student classification of corresponding scales of each inventory are significantly correlated, suggesting they measure similar constructs. While both inventories had similar reliability, neither was consistently strong in predicting examination performance or study habits. Overall, these results suggest that the two inventories are comparable in terms of how they measure learning approach, but the lack of correspondence between learning approach scores and measurement outcomes questions their validity as tools that can be used universally in classrooms.PMID:38269405 | DOI:10.1152/advan.00227.2023
Source: Adv Physiol Educ - Category: Universities & Medical Training Authors: Source Type: research