Preservice teachers’ approaches to learning and their learning outcomes: A Malaysian experience

Abstract

The aim of the present study was to establish the validity of a Malay language “approaches to learning” questionnaire, the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), for use with Malaysian preservice teachers by undertaking psychometrical testing, including confi rmatory factor analysis. Upon its validation, the study subsequently set out to gain greater insight into the associations between Malaysian preservice teachers’ approaches to learning and their learning outcomes as measured by their CGPA, acquisition of generic skills (problem- solving, critical and analytical skills, and the ability to work together as a team), and overall satisfaction. The two-factor structure of the Malay language R-SPQ-2F was confi rmed at the main scale level (deep and surface approaches). A scatter plot showed that preservice teachers had higher scores for the deep approach than for surface approach to learning. Strong correlations were found between deep approaches to learning and greater acquisition of generic skills, between deep approaches to learning and higher overall satisfaction, and between greater acquisition of generic skills and higher overall satisfaction. Inversely, negative correlations were found between surface approaches and overall satisfaction. However, there were no associations between preservice teachers’ approaches to learning and CGPA scores. Several explanations and implications are discussed.