![]() ![]() This work culminated in the development of Bloom’s taxonomy, which was originally created to standardize the way educational objectives were written so they could be more easily shared between institutions (Bloom, 1956). Cognitive levels of learningĪ series of meetings held by psychologists in the 1950s aimed at developing a classification scheme that captured behaviors representing the cognitive processes of a learner. It has been argued that encouraging students to take a DA to learning is important since previous studies have shown it to be positively correlated with academic outcomes (Cassidy, 2012 Rajaratnam et al., 2013 Newton & Martin, 2013) and those who take a DA are more likely to be life-long learners (Newble et al., 1990). In contrast, students who utilize a SA focus on memorization without contextualizing the information and are highly motivated by external factors, such as what material will be tested on an examination (Beattie et al., 1997). The DA is characterized by thinking critically about the material, having intrinsic motivation to learn, and seeking out the interrelations of information. One of the main findings to come of out this early work was the identification of two approaches to learning: superficial approach (SA) and deep approach (DA). Researchers have been interested in categorizing student approaches to learning since the 1970s (e.g., Marton & Saljo 1976 Entwistle et al., 1979 Biggs, 1978). Within this area of research, there are two topics that have been studied extensively: student approaches to learning and cognitive levels associated with learning. Understanding the relationship between student learning and academic achievement has important implications at multiple levels of education. These results are contextualized within the literature, which highlights the need for more research surrounding the interrelatedness and dependency of categories within both learning approaches and cognitive levels. The impact that learning approach had on examination performance was investigated using a series of analytical approaches, which revealed that students who took a deep approach to learning performed marginally better on both higher- and lower-order examination questions in lecture and practical examination settings. Results indicate that, on average, students in the course favored a deep approach to learning. To investigate this, survey and examination data were collected from an upper-level undergraduate Human Anatomy course at the University of Cincinnati. The purpose of this study is to better understand this relationship by evaluating whether student performance on higher- and lower-order examination questions is influenced by the approach a student takes when studying. While there appears to be an inherent relationship between learning approach and outcomes where superficial approaches lead to lower-order learning and deep approaches result in higher-order learning, this concept is not well documented. Learning approaches are often conceptualized as a dichotomy of superficial and deep, and learning outcomes are typically viewed on a cognitive scale that ranges from lower- to higher-order. Researchers have long been interested in understanding how different learning approaches impact learning outcomes. ![]()
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