%0 Journal Article
%T Assessing ¡®approaches to learning¡¯ in Botswana, Ghana and Kenya
%A Ana M Grijalva Espinosa
%A Caine Rolleston
%A Rebecca Schendel
%J Research in Comparative and International Education
%@ 1745-4999
%D 2019
%R 10.1177/1745499919829216
%X The concept of ¡®approaches to learning¡¯ (Marton, 1976) has long assumed a position of central importance in the analysis of student learning outcomes. However, constructing effective measures of students¡¯ approaches to learning is a complex task, and it is an empirical question whether such measures transfer well across contexts. In this paper, we examine the functioning of a moderately modified version of one of the most commonly used assessment of approaches to learning ¨C the revised two-factor Study Process Questionnaire (R-SPQ2F) ¨C in three African contexts (Ghana, Kenya and Botswana). We first present confirmatory factor analysis, which demonstrates that the modified R-SPQ2F functions in these contexts as intended by the developers of the instrument. We then consider the potential utility of the R-SPQ2F in these contexts by examining its relationship with student background characteristics, educational experiences at universities and learning outcomes
%K Approaches to learning
%K research methods
%K higher education
%K confirmatory factor analysis
%U https://journals.sagepub.com/doi/full/10.1177/1745499919829216