Pedagogical Study into Tertiary Learning Styles in Vietnam
DOI:
https://doi.org/10.18533/ijbsr.v6i6.955Keywords:
Pedagogy, student learning, study process questionnaire, Vietnam.Abstract
Pedagogical studies for tertiary students in Vietnam are limited and no comparative benchmarking studies with other Asian tertiary students found. As a means to fill this gap and provide a better understanding the following study using Biggs (1987c) Study Process Questionnaire (SPQ), a 42-item self-report survey consisting of ratings on a 5-point scale to questions relating to respondents' study motivations and their usual study patterns was conducted with 355 respondents. Findings were consistent with Hong Kong students and supports studies carried out in other countries by Kemper et al. (1989), Kemper and Gow (1991), Niles (1995), Volet and Renshaw (1996), Ramburuth (2001) and Hua, Williams and Hoi (2007). Despite learning in a “rote” manner during their formative years, students have adapted to deeper learning approaches although there is a still a slight but insignificant bias to surface learning. They desire to achieve and get good marks although strategy is limiting their progress. According to Biggs, this is commonly caused by a language problem.
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