The Influence of Context on Students' Approaches to Learning

Objectives: this paper gives an account of a small-scale longitudinal study that examined changes in conceptions and approaches to learning as fourteen students experience a problem-based learning (PBL) curriculum for the first time. Methods: two questionnaires (RSPQ-2F and Crawfords Conceptions Questionnaire) were used to examine approaches to learning and conceptions of the subject. Each questionnaire was administered before the course began and then after the course ended (but before exam results were known). Results: those who entered the course with a surface approach and fragmented conception of learning left with a deep-learning approach, cohesive conception and quality learning outcomes. There were no observable changes in the students who started the course with a deep learning approach and cohesive conception, except for two who reported surface approaches and fragmented conceptions at the end. These two students also achieved the lowest examination scores. Conclusions: a PBL based curriculum can change learning approaches in students who commense the programme as surface learners. Deep learners probably orchestrate their own strategies.