Abstract
Interview based research into student learning revealed that
higher education students adopt different strategies to learn.
The results of the studies show that the students’ learning
strategies are influenced by the characteristics of the
academic environment. The results of the interview based
research led to the development of quantitative measures of
the academic environment and the learning strategies. This
study has thrown light (by reviewing the research literature)
on development and evolution of the quantitative measures
of both academic environment and the learning strategies
adopted by the higher education students. The results of the
initial quantitative research showed lower level of validity
and the reliability of the measuring instruments. However,
as a result of consistent efforts by the researchers, validity
and the reliability of the instruments improved with the
passage of time. The Course Experience Questionnaire
(CEQ; Wilson et al. 1997) and the Approaches to Studying
Inventory (ASI; Ramsden and Entwistle, 1981) and their
variants are the most widely used instruments in this
regard. This paper reports performance of these instruments
in different educational contexts. These instruments
performed better when they were pilot tested in each new
context before using them for gathering the data. After the
pilot tests, minor changes in the wording of the items make
them suitable for use in the new educational setting.
Shazia Qureshi , Raza Ullah . (2013) ACADEMIC ENVIRONMENT AND LEARNING STRATEGIES: CONCEPTS AND CONTESTATIONS, Journal of the Research Society of Pakistan, Volume 50, Issue 2.
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