Skip to main content

Access policy and approaches to learning

Buy Article:

$47.00 plus tax (Refund Policy)

This UK study, using second- and third-year undergraduate business students as subjects, investigated the effects of differences in entry qualifications, gender and age on their approaches to learning. The research instrument used was a 30-item, Revised Approaches to Studying Inventory (Tait and Entwistle, 1995). Differences between the groups were examined using repeated measures analysis of variance. No statistically significant differences were found between students directly entering university in second- or third-year from further education colleges compared with those who had already studied successfully at university for one or two years. Statistically significant age and gender differences were found in students' approaches to learning. The implications for institutional admissions policies are discussed.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Keywords: ACCESS POLICY; APPROACH TO LEARNING; DIRECT-ENTRY; GENDER

Document Type: Research Article

Publication date: 1999-06-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more