F1 Baylon Are We Learning by Rote Learning or by Understanding PEMEA Conference

7/31/2019 F1 Baylon Are We Learning by Rote Learning or by Understanding PEMEA Conference

1/23

http://www.thenutgraph.com

Now, memorise

the names of the

countries and thecontinents

Are we achieving by rote-learning

or by understanding?


2/23

A dynamic catalyst for individual

and social transformation.


3/23

How students

learn

Learning

Approaches


4/23

numerical literacy

Conceptual Framework


5/23

Factor Validate Biggs R-SPQ-2F

Assess the class mean learning

approaches

Determine the relationship between learning

approaches and numerical literacy

Determine whether the numerical literacy

scores differ between surface learners and

deep learners

Qualitatively validate the R-SPQ-2F


6/23

BSE, 76,

49%BSHM, 37,

24%

ET, 41, 27%

Participants


7/23

Secondary

education or

lessPrimary

education or

less

College

undergraduate

Bachelor's

degree

Paternal Highest Education

Secondary

education or

less

Primary

education or

less

College

undergraduate

Bachelor's

degree

Maternal Highest Education

Housewife

Unemployed

House keeper

Vendor

Sewer

Deceased Teacher

Maternal Occupation

Driver

LaborerGoldsmith

Deceased

Unemployed

Carpenter

Vendor

Factory Worker

Paternal Occupation


8/23

Revised Study Process Questionnaire- 2 Factor

(Biggs et al, 2001)

Assessment of approaches to learning

Basic Skills Diagnostic Test (Jerome Epstein)Assessment of numerical literacy

Instruments

Cronbachs Alpha = .610


9/23

Confirmatory Factor Analysis

Spearmank Correlation Test

Mann Whitney U Test

Mean and standard deviation

In-depth interview

Data Analysis


10/23

Table 1Rotated Factor

Matrix for the

R-SPQ-2F

Statements Factor 1 Factor 2

Deep Motive1 0.648

Deep Strategy1 0.362

Surface Motive1

Surface Strategy1 0.338Deep Motive2 0.712


Surface Motive2 0.692

Surface Strategy2 0.472

Deep Motive3 0.594


Surface Motive3

Surface Strategy3 0.451

Deep Motive4 0.637


Surface Motive4 0.56Surface Strategy4 0.654

Deep Motive5 0.501


Surface Motive5 0.584

Surface Strategy5 0.342 0.391


11/23

Infrequent

visit to thelibrary

Memorization

Motivated

by an

interestingtopic

Concentratedstudying to

notebooks

Depended

heavily onteacher

Studiedjust for

exams

Surface cohortSometimes, I just study to pass the

subject but sometimes it depend on

what the teacher does

If I memorize right away, a lot

of things have been covered

already, I feel

If I cant understand the lesson,

I will really try to read to

understand it

I seldom go to the library

I can memorize pages of lectures evenwithout having to understand it. It is

like a God-given talent

I dont study anymore topic that I

know would not be included in the

exam

I study depending on the topic, If Ifind it interesting, I really study it by

reading the lectures

But if a topic is interesting, I still

study it even if its not in the exam

I study by writing what the teachersays and then study it.

I seldom go to the library because I

just study using my notebook.

I write a reviewer and the order of

the topic to prepare for an exam.

I depend on memorization. To makesure I pass an exam, I memorize eventhe order of the topics.

I find it difficult to understand thats why I justmemorize. In solving equations, I justmemorize the steps.


12/23

Motivated

if

interesting

By

understanding

Fond of

studying

More solutions

are scribbled

Patronized

the library

Deep cohort

I want the teacher to be strict so that Iwill have to study more.

I am fond of reading, and I

always go to the library toread

I learn better by memorization

than by understanding.

If a material interests me, I will

read further on.

I always test myself If I have really

understood.

When I was in high school, I only memorized

likely answers but the teacher gave a differentset that is why I dont do that anymore.

If I dont understand something , Idont stop until I get the answers Ineed.

I study the lectures and then go

to the library to read more.

I do not do further reading if the

material does not interest me.

I study even topics that are notcovered in exams because I feelhave to learn them.

There are times I need to memorize but many

times, I study by understanding.

Depending on the exam, if I

know I only have to memorize,

thats what I do.

If theres a new topic, thats the time

I study in order to know it before the

teacher talks about it.


13/23

If I do not understand

the lecture, I just

memorize it.

What I memorize do not

really stay in my head, I

forget it easily.

I read the course

syllabus and then go to

the library to read about

it.

I would only study further

when I am interested withthe topic, but if its math, I

really I try to understand it.

I only study what is

important.

Memorization works

best for me.

I want to study my

lectures more than books.

I memorize my notebook

where my lectures are

written.

If there is an interesting

topic, I read more aboutitI dont like enumeration type

of questions, I like

teachers who give

practical exams.

At times, I sleep until

midnight to study, or

sleep early then wake up

at dawn.

I see materials not included

in the exam as additional

knowledge thats why I

still study them.

I always study with keywords. With key

words, things will

easily flash back to

my memory.

I usually cram for

exams.

There are questions in

passed exams that may be

likely to come out, I try to

remember them.


14/23

Table III: Result of the Spearman Correlation Test

Surface ScoreNumerical

Literacy Score

Deep Score 0.628** 0.337

Surface Score 0.438


15/23

33.23

29.61

22.1

16.7

22.86

28.4

18.9123.77

27.39

18.9

14.3

22.14 20.6

16.09

BSE-1A BSE-1B BSE-1C HM-1A HM-1B EET-1 COET1

Mean Deep Rank Mean Surface Rank

p =.029

Learning Approach Scores


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0 5 10 15 20

Deep Cohort

Surface

Cohort

p =.056

Numerical Literacy Scores


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3.7

0

1

2

3

4

5

1 2 3 4 5 6 7 8 9 10

Mean

Score

Deep ItemsStatement 1 2 5 6 9 10 13 14 17 18

3.3

0

1

2

3

4

5

1 2 3 4 5 6 7 8 9 10

Mean

Score

Surface items

Statement 3 4 7 8 11 12 15 16 19 20

I find the best way to pass examinations is

to try to remember answers to likely

questions

I test myself on important topics until I

understand them completely.


18/23

Basic Algebra

Pre - Algebra

Intermediate

Algebra

0 20 40 60 80 100 120

1

3

5

7

9

11

13

1

2

3

4

5

6

7

823

22

21

18

17

1615

14

1

2

320

19

24

13

11

9

7

5

3

1

BDTS

Items

Order of

numbers

Multiplicatio

n of fractions

Ratio and

proportion

Graphing

Factoringa cubic

polynomia

l

N = 154


19/23

Weak factor validity of the R-SPQ-2F

Divergence of surface scores and deepscores from empirical data.

Strongly surface and deep students wereeffectively identified by the R-SPQ-2F.


20/23

Not engaged with the deep approach

Deep approach was not significantly

correlated with numerical literacy

Surface approach was not significantly

correlated with numerical literacy

The mean numerical literacy scores was

not significantly different between surface

and deep students


21/23

Promote the deep approach giventhat surface approach is rampant.

Determine the individual and mean learning

approach profile of students by using an

instrument with a stronger validity

Use assessments that measure

understanding of concepts and not mere

recall of information.


22/23

Could it be that the surface approachis rampant?

Could it be that R-SPQ-2F was

unsuitable for the respondents the

way the low-achieving Filipinostudents did in the LPQ of Zhang

and Bernardo (2000)?


23/23

Are we achieving by rote-learning

or by understanding?

Now, lets see the

countries and the

continents

Documents

F1 Baylon Are We Learning by Rote Learning or by Understanding PEMEA Conference