learning approach, reflective thinking and academic performance of real estate students
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Learning Approach, Reflective Thinking and Academic Performance of Real Estate Students. Abdul - Rasheed Amidu School of Property, Construction & Planning Birmingham city University. Most desirable in higher education. Learning approaches…. Surface Deep Strategic. Marton & Saljo (1976). - PowerPoint PPT PresentationTRANSCRIPT
Learning Approach, Reflective Thinking and Academic
Performance of Real Estate Students Abdul - Rasheed Amidu
School of Property, Construction & Planning
Birmingham city University
Learning approaches…
• Surface
• Deep
• Strategic
Marton & Saljo (1976)
Entwistle & Richardson (1983)
Most desirable in higher education
Stages of reflective thinking…
Kember et al (2000)
•Performing automatic activity with little thought
Level 1: Habitual
understanding
•Learning without relating the contents to other situations
Level 2: Understanding
•Critique of any beliefs grounded in our consciousness
Level 3: Reflection
•Higher level of reflection which involves validating beliefs
Level 4: Critical reflection
Research Questions… What learning approach and stages of reflective
thinking do real estate students adopt in their academic learning
What effects do the learning approach and reflective thinking practice have on academic performance of real estate students
How does real estate student learning approach influence their reflective practice in academic learning
Research methods… Participants – 40 Real Estate students in
a UK University Variables & measurement instrument
Learning approach (R-SPQ-2F developed by Biggs et al. 2001)
Reflective thinking practice (RTQ developed by Kember et al. 2000)
Academic performance – overall mark in property valuation module
Data analysis – correlation matrix
Results… Mean SD Alpha Kember et al
(2000)
Alpha
Biggs et al (20001)
Alpha
RTQ
Habitual action 11.58 3.27 0.52 0.62
Understanding 16.20 3.42 0.76 0.76
Reflection 15.00 2.80 0.63 0.63
Critical reflection 13.33 3.55 0.66 0.68
SPQ Deep approach 30.55 5.81 0.75 0.73
Deep motive 15.18 3.30 0.55 0.62
Deep strategy 16.13 3.19 0.63 0.63
Surface approach 24.75 6.81 0.81 0.64
Surface motive 10.88 3.84 0.73 0.72
Surface strategy 13.88 3.80 0.70 0.57
Results… HA U R CR DA SA Per
HA 1.000
U -0.148 1.000
R 0.148 0.626** 1.000
CR 0.166 0.260*** 0.502** 1.000
DA -0.071 0.171 0.545** 0.406** 1.000
SA 0.062 -0.515** -0.624** -0.256*** -0.419** 1.000
Per -0.387* 0.037 -0.024 -0.090 0.013 -0.271*** 1.000
* p ‹ 0.05 level, ** p ‹ 0.01 level, *** p ‹ 0.1 level
Results cont.…Expected results
Students that adopted surface approach and habitual action to learning tend to have lower academic performance
Reflection and critical reflection are determined by deep approach to learning while
Results cont.…Surprise result
Students who are critical and reflective are not necessarily rewarded in terms of marks
Tentative conclusions
The use of RTQ in real estate subject domain is questionable
Possible influence of “noise” factors not been accounted in this study i.e. students can do well in some modules but
not in others
Appropriateness of assessment criteria
