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 – the revised two-factor Study Process Questionnaire (R-SPQ2F) – 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.

中文翻译：

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在博茨瓦纳，加纳和肯尼亚评估“学习方法”

长期以来，“学习方法”的概念（马顿，1976年）一直在分析学生学习成果中处于中心地位。然而，构建学生学习方式的有效措施是一项复杂的任务，这是一个经验性的问题，即这些措施能否在不同背景下很好地传递。在本文中，我们研究了在三种非洲背景（加纳，肯尼亚和博茨瓦纳）中，对学习方法最常用的评估之一（修订后的两因素学习过程问卷（R-SPQ2F））的适度修改版本的功能。 ）。我们首先介绍验证性因素分析，该分析证明了修改的R-SPQ2F在这些情况下可以按照仪器开发人员的意愿起作用。