Approaches and conceptions of learning among physiotherapy students in the University of Ghana
Abstract
Background: Approaches and conceptions of learning are important descriptors of learning. Deep, strategic, and surface approaches are the three different approaches adopted by students. The approaches and conceptions of learning of physiotherapy students in Ghana appears to be unknown. The study aimed at determining the study approaches and conceptions of learning among physiotherapy students. Methods: This cross-sectional study involved 101 physiotherapy students who were purposively recruited from levels 100 to 400. Approaches to learning were assessed using the Approaches and Study Skills Inventory (ASSIST) and conceptions of learning were measured using the Conceptions of Learning Inventory (CLI) which identified six conceptions of learning. Spearman’s correlation was used to test association between the approaches and conceptions of learning of the participants. Results: Of the 101 participants, 21 (20.8%), 29 (24%), 37 (30.6%) and 14 (11.6%) were first, second, third- and fourth-year students. A statistically significant difference existed between the strategic and deep approaches (p-value = 0.000), as well as, deep and the surface approaches (p-value= 0.004) of the participants. No significant relationship existed between the approaches of learning and conceptions of learning of the participants. However, deep approach was directly correlated with the conception of seeing learning as a duty only (Rho = 0.02). Conclusion: Majority of physiotherapy students at University of Ghana adopt strategic approach to learning and conceived learning as remembering, using and understanding materials being learnt in class. The conceptions of learning did not have any influence on the learning approaches of most students. Keywords: Learning approaches, conceptions of learning, learning styles, study approachAll authors who submit their paper for publication will abide by following provisions of the copyright transfer: 1. The copyright of the paper rests with the authors. And they are transferring the copyright to publish the article and used the article for indexing and storing for public use with due reference to published matter in the name of concerned authors. 2. The authors reserve all proprietary rights such as patent rights and the right to use all or part of the article in future works of their own such as lectures, press releases, and reviews of textbooks. 3. In the case of republication of the whole, part, or parts thereof, in periodicals or reprint publications by a third party, written permission must be obtained from the Managing Editor of JPRM. 4. The authors declare that the material being presented by them in this paper is their original work, and does not contain or include material taken from other copyrighted sources. Wherever such material has been included, it has been clearly indented or/and identified by quotation marks and due and proper acknowledgements given by citing the source at appropriate places. 5. The paper, the final version of which they submit, is not substantially the same as any that they had already published elsewhere. 6. They declare that they have not sent the paper or any paper substantially the same as the submitted one, for publication anywhere else. 7. Furthermore, the author may only post his/her version provided acknowledgement is given to the original source of publication in this journal and a link is inserted wherever published. 8. All contents, Parts, written matters, publications are under copyright act taken by JPRM. 9. Published articles will be available for use by scholars and researchers. 10. IJPRM is not responsible in any type of claim on publication in our Journal. .