title: Learning approaches as predictors of academic performance in first year health and science students.
abstract: OBJECTIVE
  To compare health and science students' demographic characteristics and learning approaches across different disciplines, and to examine the relationship between learning approaches and academic performance.
  
  
  BACKGROUND
  While there is increasing recognition of a need to foster learning approaches that improve the quality of student learning, little is known about students' learning approaches across different disciplines, and their relationships with academic performance.
  
  
  METHODS
  Prospective, correlational design.
  
  
  METHODS
  Using a survey design, a total of 919 first year health and science students studying in a university located in the western region of Sydney from the following disciplines were recruited to participate in the study - i) Nursing: n = 476, ii) Engineering: n = 75, iii) Medicine: n = 77, iv) Health Sciences: n = 204, and v) Medicinal Chemistry: n = 87.
  
  
  RESULTS
  Although there was no statistically significant difference in the use of surface learning among the five discipline groups, there were wide variations in the use of deep learning approach. Furthermore, older students and those with English as an additional language were more likely to use deep learning approach. Controlling for hours spent in paid work during term-time and English language usage, both surface learning approach (β = -0.13, p = 0.001) and deep learning approach (β = 0.11, p = 0.009) emerged as independent and significant predictors of academic performance.
  
  
  CONCLUSIONS
  Findings from this study provide further empirical evidence that underscore the importance for faculty to use teaching methods that foster deep instead of surface learning approaches, to improve the quality of student learning and academic performance.
authors: University of Western Sydney, Family and Community Health Research Group (FaCH), Locked Bag 1797, Penrith, NSW 2751, Australia. y.salamonson@uws.edu.au
authors: Yenna
authors: Y
authors: Salamonson
authors: Roslyn
authors: R
authors: Weaver
authors: Sungwon
authors: S
authors: Chang
authors: Jane
authors: J
authors: Koch
authors: Ragbir
authors: R
authors: Bhathal
authors: Cheang
authors: C
authors: Khoo
authors: Ian
authors: I
authors: Wilson
mesh_terms: D000328:Adult; D001315:Australia; D002626:Chemistry, Pharmaceutical / Q000193:education; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004738:Engineering / Q000193:education; D005260:Female; D005544:Forecasting; D006281:Health Occupations / Q000193:education*; D006801:Humans; D008297:Male; D011446:Prospective Studies; D012586:Science / Q000193:education*; D012959:Socioeconomic Factors; D013223:Statistics as Topic; D013337:Students, Medical; D013338:Students, Nursing; D013663:Teaching / Q000379:methods*; D055815:Young Adult
keywords: Academic achievement; First year undergraduate students; Health and science education; Higher education; Learning approaches