Browsing by Author "Pasi, Saara-Sofia"

The aim of this study was to investigate first-year and third-year students in the University on Helsinki in the Faculty of Theology and their experiences of the teaching–learning environment and approaches to learning. Previous studies have indicated that deep approach to learning is connected with more positive experiences of the teaching-learning environment and correspondingly, surface approach is connected with less positive experiences of the teaching-learning environment. Studies have also indicated that teaching, which supports student's deep approach to learning is connected with higher learning results. This study investigated which approaches to learning students applied and how permanent these strategies are when student moves forward with his studies. The data was collected using the Experiences of Teaching and Learning Questionnaire that was partly modified and translated into Finnish. In the questionnaire the parts related to experiences of the teaching–learning environment and the approaches to learning were used in this study. The sample of this study included first and third year students in the University of Helsinki in the Faculty of Theology in 2007, 2008 and 2009. The factors were operationalized using the maximum likelihood factor analysis and formed into final factors that were used in the actual statistical analysis. Analysis of the Variance was then used to investigate the differences in approaches to learning and experiences of the teaching–learning environment among third year students' approaches to learning and the cluster memberships of students in the work of Pasi (2015) in her Bachelor thesis analysis. Results indicated that first-year students applying deep approach reported reported high probability to apply deep approach, organized studying and intention to understand in their third year of studies. First-year students applying strategic approach reported high probability to apply surface approach but also deep approach and intention to understand as third-year students. First-year students applying deep approach and first-year unorganized students applying deep approach reported more deep approach and intention to understand in their third year. The difference between these groups is that unorganized students reported little organized studying as third-year students. All in all, the strategies students apply in the beginning of their study path seem to be rather permanent later in the studies. The results in the differences of the teaching-learning environment indicated that students applying the surface approach experienced their teaching-learning environment less positively.