Is deep learning rewarded? A quantitative study on the relationship between learning approaches and academic scores
by Edward Dennehy
International Journal of Teaching and Case Studies (IJTCS), Vol. 5, No. 1, 2014

Abstract: While much emphasis is placed on the importance of deep learning and quality control in higher education (HE), few studies have conducted a quantitative analysis to test if (self-reported) deep learners actually achieve higher academic scores. This paper attempts to help fill this gap and compares the self-reported learning approaches (deep v. surface) of 290 students and academic scores at an Irish HE institute. The results indicate that deep learners are rewarded but only in the final year of their studies. The implications of the research findings are discussed.

Online publication date: Tue, 29-Jul-2014

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