Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.14/92318
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- Title
- Approaches to learning in statistics
- Related
- Asian social science, Vol. 4, No. 3 (2008), p.36-42
- Related
- http://ccsenet.org/journal/index.php/ass/article/view/1965
- Publisher
- Canadian Centre of Science and Education
- Date
- 2008
- FoR/RFCD Code(s)
-
140200 Applied Economics
- Author/Creator
- Bilgin, Ayse
- Author/Creator
- Crowe, Sue
- Description
- In the last decade, Australian higher education institutions have become a destination for many international students, mainly from South East Asia. If their educational culture is quite different to the Australian educational culture, then their approaches to learning might be different to that of local students. The aim of this pilot study was to investigate the approaches to learning of students in statistics units and relate these to background variables such as country of origin, gender and work commitments. This study is significant because there are many international students at Macquarie University and no data of this type has been collected for our students in the past. Our analyses showed that there were no significant differences in the approaches to learning of local and international; and male and female students; however, we found a significant difference between undergraduate and postgraduate students, with postgraduates more likely to adopt deep strategies to learning.
- Description
- 7 page(s)
- Subject Keyword
- 140200 Applied Economics
- Subject Keyword
- learning approaches
- Subject Keyword
- learning strategies
- Subject Keyword
- learning motives
- Subject Keyword
- statistics education
- Subject Keyword
- internationalisation
- Resource Type
- journal article
- Organisation
- Macquarie University. Dept. of Statistics
- Identifier
- http://hdl.handle.net/1959.14/92318
- Identifier
- ISSN:1911-2025
- Identifier
- mq-rm-2007009101
- Language
- eng
- Rights
- Copyright the Author(s). Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the author/s.
- Full Text
- Reviewed
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