Browsing by Subject "abduktiivinen analyysi"

Objectives. The aim of this study was to examine the surface approach to learning, which can be identified as repetitious study methods. The study examines on group level how the surface approach was represented in university students' descriptions of their own learning and from what kind of elements it consisted of. On individual level the focus was on exploring what kind of approaches to learning the students described. Factors relating to the use of approaches to learning were also analysed regarding self-regulated learning, motivation, emotions and learning environment. The theoretical background was based on the research on approaches to learning and on the items of the HowULearn questionnaire regarding the surface approach to learning. Methods. Qualitative method was used in the study. The research material was collected by the Centre for University Teaching and Learning at the University of Helsinki. It was collected from students from the Faculty of Theology using the HowULearn-questionaire and interviews of voluntary students. On the basis of the questionnaire data, interviews of 12 students were selected. These students got higher value than the faculty's mean regarding the surface approach to learning. The analysis was done using abductive content analysis. Results and conclusions. Based on the results, the surface approach to learning appeared very differently in the students' descriptions. In addition to former studies, students' reluctancy to put effort in studying was emphasised. It was also found that the students' high values on the surface approach measured through quantitative methods did not unambiguously reflect their approaches to learning, but students used, in addition to the surface approach, also the deep and strategic approaches in their studying. The students had challenges with regulating their learning and maintaining their motivation towards studying. They also described negative emotions related to their studying. These results were in line with previous research. Regarding the learning environment, the students underlined the meaning of diverse and functional teaching methods as promoters of their learning.