Diversity in Studentsâ€™ Study Practices in Higher Education
AbstractA plethora of studies document the profound contextual changes leading amongst other things to diversity of the student population in the higher education sector in the developed world in the last two decades. However, the existing literature is less clear about (a) patterns of studentsâ€™ study practices, and (b) how the factors underpinning diversity of the student population shape their study practices. This paper seeks to fill this gap. Employing a large data set of survey responses from a leading Australian university, this paper provides a quantitative analysis of studentsâ€™ perceptions about their study practices in the teaching and learning process. Analysis of the survey data entailed two stages. First, factor analysis explored themes (or dimensions) within the survey. Multivariate analysis of variance was then undertaken using studentsâ€™ factor scores as dependent variables, with their age, sex, ethnicity, study discipline, study level, and academic performance as grouping variables. Four factors, (Concordance and Engagement; Disconnection and Disengagement; Reflection and Realisation; and Learning Impediments) reflected studentsâ€™ study practices. The core difference between students in their study practices was influenced by age, ethnicity, academic performance, and sex-ethnicity interaction.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by School of Economics, University of Queensland, Australia in its series Discussion Papers Series with number 439.
Date of creation: 2011
Date of revision:
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-10-09 (All new papers)
- NEP-EDU-2011-10-09 (Education)
- NEP-LAB-2011-10-09 (Labour Economics)
You can help add them by filling out this form.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Randal Anderson).
If references are entirely missing, you can add them using this form.