Now, memorise the names of the countries and the continents

Are we achieving by rote-learning or by understanding?

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A dynamic catalyst for individual and social transformation.

How students learn

Learning Approaches

Conceptual Framework

numerical literacy

Factor Validate Biggs R-SPQ-2F

Qualitatively validate the 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

objectives

Participants

ET, 41, 27% BSHM, 37, 24% BSE, 76, 49%

Paternal Highest Education

College undergraduate Bachelor's degree

Maternal Highest Education

Bachelor's degree College undergraduate Secondary education or less

Primary education or less

Secondary education or less Primary education or less

Paternal Occupation
Factory Worker
Vendor Carpenter Driver Unemployed

Maternal Occupation
Deceased Sewer Vendor House keeper Unemployed Teacher

Deceased

Housewife Laborer

Goldsmith

Instruments
Assessment of approaches to learning
Revised Study Process Questionnaire- 2 Factor (Biggs et al, 2001)

Assessment of numerical literacy

Basic Skills Diagnostic Test (Jerome Epstein)
Cronbachs Alpha = .610

Data Analysis Confirmatory Factor Analysis In-depth interview Mann Whitney U Test Spearmank Correlation Test

Mean and standard deviation

Table 1 Rotated Factor Matrix for the R-SPQ-2F

Statements Deep Motive1 Deep Strategy1 Surface Motive1 Surface Strategy1 Deep Motive2 Deep Strategy2 Surface Motive2 Surface Strategy2 Deep Motive3 Deep Strategy3 Surface Motive3 Surface Strategy3 Deep Motive4 Deep Strategy4 Surface Motive4 Surface Strategy4 Deep Motive5 Deep Strategy5 Surface Motive5 Surface Strategy5

Factor 1 0.648 0.362

Factor 2

0.338 0.712 0.695 0.692 0.472

0.594 0.617
0.451 0.637 0.491 0.56 0.654 0.501 0.494 0.342 0.584 0.391

If I memorize right away, a lot of things have been covered already, I feel Motivated

by an Infrequent interesting I can memorize pages of lectures even without having to understand it. It is visit to the topic like a God-given talent library I seldom go to the library because I
just study using mythe library I seldom go to notebook.
I write a reviewer and the order of Depended the topic to prepare for an exam. Concentrated on memorization. To make I depend heavily on I even sure I pass an exam, I memorizefind it difficult to understand thats why I just studyingorder of the topics. memorize. Inteacher solving equations, I just the to If I cant understand the lesson, memorize the steps. notebooks I will really try to read to understand it Sometimes, I just study to pass the But if a topic is interesting, I still subject but sometimes it depend on study it even if its not in the exam what writing what the I study bythe teacher does teacher I study depending on the topic, If I says and then study it. find it interesting, I really study it by Memorization reading the lectures

Surface cohort

Studied just for I dont study anymore topic that I know would not be included in the exams
exam

If a material interests me,Depending on the exam, if I I will read further on. know I only have to memorize, thats what I do. Motivated If theres a new topic, thats the time I am fond of reading, and I if I study in order to know it before the always go to the library to teacher talks about it. interesting read
I study even topics that are not covered in exams because I feel have to learn them.
If I dont understand something , I dont stop until I get the answers I need.

Fond of studying

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.

Patronized the library

Deep By cohort

When I was in high school, I only memorized likely answers but the teacher gave a different More solutions set that is why I dont do that anymore.always test myself If I have really I are understood. scribbled I learn better by memorization than by understanding.

There are times I need to memorize but many times, I study by understanding. understanding

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

What I memorize do not really stay in my head, I forget it easily.

If I do not understand the lecture, I just memorize it.

I read the course syllabus and then go to the library to read about it.

I usually cram for exams.

If there is an interesting I only study what is topic, I read more about important. it I dont like enumeration type Memorization works of questions, I like There are questions in best for me. teachers who give passed exams that may be practical exams. likely to come out, I try to I would only study further remember them. when I am interested with the topic, but if its math, I At times, I sleep until I want to study my really I try to understand it. midnight to study, or lectures more than books. I see materials not included sleep early then wake up I memorize my notebook in the exam as additional at dawn. where my lectures are knowledge thats why I written. still study them.

I always study with key words. With key words, things will easily flash back to my memory.

Table III: Result of the Spearman Correlation Test

Surface Score
Deep Score Surface Score 0.628**

Numerical Literacy Score 0.337 0.438

Learning Approach Scores

Mean Deep Rank 33.23 29.61 27.39 22.1 23.77 18.9
p =.029

Mean Surface Rank

28.4 22.86 16.7 14.3 22.14 18.91 20.6 16.09

BSE-1A

BSE-1B

BSE-1C

HM-1A

HM-1B

EET-1

COET1

Numerical Literacy Scores

Surface Cohort

p =.056

Deep Cohort

10

15

20

I test myself on important topics until I understand them completely.

5 5

4
Mean Score

3.7
Mean Score

4 3

3.3

3 2
1 0 1 2 3 4 5 6 7 8 9 10

2
1 0

Statement

1 2 5

Deep Items

6 9 10 13 14 17 18

Statement

3 4

8 11 12 15 16 19 20

9 10

Surface items

I find the best way to pass examinations is to try to remember answers to likely questions

Intermediate Algebra

20 19 24 23 22 21 18 17 16 15 14

3 2 1

Graphing
Factoring a cubic polynomia l

8 7 6 5 4 3

Basic Algebra

BDTS Items
Pre - Algebra

2
1

Ratio and proportion Multiplicatio n of fractions Order of numbers

0 20 40 60 80 100 120

13 11 11 9 9 7 7 5 5 3 3 1
1

13

N = 154

Weak factor validity of the R-SPQ-2F Strongly surface and deep students were effectively identified by the R-SPQ-2F. Divergence of surface scores and deep scores from empirical data.

Surface approach was not significantly correlated with numerical literacy Deep approach was not significantly correlated with numerical literacy The mean numerical literacy scores was not significantly different between surface and deep students
Not engaged with the deep approach

Promote the deep approach given that surface approach is rampant. Use assessments that measure understanding of concepts and not mere recall of information. Determine the individual and mean learning approach profile of students by using an instrument with a stronger validity

Could it be that R-SPQ-2F was unsuitable for the respondents the way the low-achieving Filipino students did in the LPQ of Zhang and Bernardo (2000)? Could it be that the surface approach is rampant?

Now, lets see the countries and the continents

Are we achieving by rote-learning or by understanding?