An investigation into student self-perceptions of their approaches to study in further education

摘要: The thesis opens with a consideration and critical analysis of the theoretical bases influencing my early teaching, i.e. Piaget, Skinner Rogers, which is, in real sense, personal intellectual starting point. This leads to review pertinent literature identifies some key concepts learning study approaches, Biggs's Study Process Questionnaire (SPQ)(1987), Honey Mumford's Learning Styles (LSQ)(1986), Buzan's ideas on such techniques as mind-mapping. Q-sort, an approach devised by Stephenson (1953) used Rogers assess growth change client's self-esteem, is then adapted basis for empirical investigation this thesis. technique elicit information from further education students about their individual, unique, approaches learning. Inferences data collected first cohorts (the 1996-8 'A' level 1997-9 GCSE students) result refinements Q-sort its administration second 1997-8 students). Students' Q-sorts, combined lecturer predictions examination outcome, will be concurrently validated comparing them SPQ LSQ scores establish concurrent validity. also compared grades actually achieved, predictive closes drawing defensible inferences presenting suggestions research educational practice.