Approaches to learning and academic achievement of Filipino students

College

College of Liberal Arts

Department/Unit

Psychology

Document Type

Article

Source Title

Journal of Genetic Psychology

Volume

164

Issue

1

First Page

101

Last Page

114

Publication Date

1-1-2003

Abstract

Research has shown that a critical variable in determining academic achievement in different cultures and educational systems is approaches to learning. In this study, the author sought to determine whether this variable influences academic achievement among Filipino college students. The Learning Process Questionnaire (LPQ; J. B. Biggs, 1987) was used to assess approaches to learning. The results indicated that (a) the LPQ was a valid instrument to assess the learning approaches of non-low-achieving Filipino college students; (b) the Deep and Achieving subscale scores of the LPQ were positively related to academic achievement even when the effects of school ability and prior academic achievement were controlled; and (c) with some slight exceptions, the relationship between the LPQ scale scores and academic achievement were génerally similar between male and female Filipino students. Implications for the study of student approaches to learning in different cultures and educational systems are discussed. © 2003 Taylor & Francis Group, LLC.

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Digitial Object Identifier (DOI)

10.1080/00221320309597506

Disciplines

Educational Psychology | Psychology

Keywords

Academic achievement--Philippines; Learning

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