Approaches and conceptions of learning among physiotherapy students in the University of Ghana
AbstractBackground: 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 approach
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