Title: Is deep learning rewarded? A quantitative study on the relationship between learning approaches and academic scores

Authors: Edward Dennehy

Addresses: Department of Business and Humanities, Institute of Technology Carlow, Kilkenny Road, Carlow, Ireland

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.

Keywords: learning approaches; higher education; quality control; deep learning; Ireland; academic scores; surface learning.

DOI: 10.1504/IJTCS.2014.063754

International Journal of Teaching and Case Studies, 2014 Vol.5 No.1, pp.54 - 68

Received: 25 Jan 2014
Accepted: 07 Feb 2014
Published online: 29 Jul 2014 *

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