APPENDIX 1Table of reviewed studies

Table of Reviewed Studies

No Author and Aim/Objective Sample and Methodolog Major Findings Critique of the Significance to the Socio-
Date Setting y and study review demographic
Methods
1. Abraham et al. investigation was  A total of  Quantitativ  Scores for deep and  High response rate  The  Gender: -
2013 to analyze the 238 medical e strategic (91%) implementation  Age: 31.8
effect of two students approaches of  Good information of PBL promoted  Origin: -
different recovery  Instrument: PPBL students validity and more Deep  Schooling: -
modalities on  Paris The Short were significantly reliability test Approach  Level of
classical Inventory higher compared  Small sample size learning in the study: -
markers of
of with NPBL  No information on students rather
approaches students ethical approval than strategic and
exercise-induced  There was no
to learning  Minimum Surface
muscle damage (SIAL) significant Approaches
information
(EIMD) and (developed difference in the demographic compared with
inflammation by the score for Surface characteristic of students who
obtained after a researcher) Approach between participants. were not exposed
simulated trail two groups to PBL.
running race.  There were
significant
difference for the
PPBL students for
the surface vs.
Deep Approach and
surface vs. strategic
approach
2. Biggs,  To produce a  229 students  Quantitativ  The final version of  Good sample size  R-SPQ will be an  Gender: -
Kember& revised two factor from e the questionnaire  Good information ideal tool for  Age: -
Leung 2001 version of the the health had acceptable on how the teachers to use in  Origin: -
Study Process sciences  Instrument: Cronbach alpha questionnaire is evaluating and  Schooling: -
Questionnaire (R- faculty Questionna values for developed researching their  Level of
SPQ- ire scale reliability. own study: -
2F) suitable for  Hong Kong. (developed  Confirmatory factor classrooms.
use by teachers in by the analysis indicated a
evaluating the author) good fit to the
learning intended two factor
approaches of structure.
their students  Both deep and
Surface Approach
scales had well
identified motive
and strategy
subscales
3. Brady 2005  To examined the  80 nursing  Quantitativ  Significant group  High response rate  The results of this  Gender: 94%
effect of a students e (Quasi- differences were (100%) study provide WOMEN
metacognitive (convenience experiment found in the  Good information empirical support  Age: 21.98 YO
intervention sample) al, non- concept mapping validity and for the use of  Origin:
(concept mapping) equivalent group, with an reliability test concept mapping Ethnics
on approach to  USA control increase in Deep  Small sample size as a  Schooling: -
learning and self- group, Approach to  No information on metacognitive  Level of
regulation of Pre-test and learning and ethical approval intervention. study: Full
learning in a post-test adaptive control  Good information time students
sample of design) belief mean scores demographic  No discussion
baccalaureate at the end of the characteristic of
nursing students  Instrument: semester. participants.
The revised  Students in the
Study control group
Process experienced a
Questionna decrease in the
ire-2 Factor Deep Approach to
 (RSPQ-2F) learning mean
(developed score and an
by Biggs et increase in the
al., 2001) Surface Approach
to learning mean
score at the end of
the semester.
 Students who used
concept mapping
demonstrated an
increase in Deep
Approach to
learning and the
self-regulation of
that learning,
compared with
students who did
not use concept
mapping.

4. Chen et al.  To explore the  47 nursing  Quantitativ  The experimental  High response rate  Further research  Gender: ALL
2011 effects of concept students e group had better (100%) is needed to WOMEN
mapping in (purposive (quasi- overall critical  Good information evaluate the  Age: M=21.98
developing critical sampling) experiment thinking scores validity and longitudinal YO
thinking ability al study than did the control reliability test effects of concept  Origin: -
and approach to  Taiwan design) group, although the  Small sample size map teaching on  Schooling: -
learning and difference was not  Good information students’  Level of
studying.  Instruments statistically on ethical approaches to study: 80.90%
: The significant. approval learning and SMT 1
Critical  The experimental  No information studying and on
Thinking group had demographic their critical
Scale significantly higher characteristic of thinking skills.
(CTS) adjusted mean participants.
(developed scores on inference
 by Cheng, and overall critical
Wang, Wu, thinking compared
and Hwang with the control
1996), and group.
The
Approache
s to
Learning
and
Studying
Inventory
(ALSI)
(developed
by
Entwistle,
McCune,
and
Hounsell
2002).

5. Choy,  To explore  1,608  Quantitativ  Student approaches  Good sample size  Further research Choy, O’Gardy&
O’Gardy& whether students’ students in e to learning was a  Minimal is needed to Rotgans
Rotgans achievement- six different weak predictor of information on examine the role  2012Gender:
2012 related classroom diploma  Instrument: academic demographic of cognitive 56% female
behaviours, as programmes The Study achievement characteristics of ability and  Age: average
observed by Process  Achievement- the students personality traits age of 18
teachers, can be  Singapore Questionna related classroom  Good information play (in
(SD = 1.4)
used as a mediator ire/SPQ behaviours was a on validity and combination with
between student (developed significant mediator reliability tests the observational  Origin: -
approaches to by Biggs et between student measure)  Schooling: -
learning and al. 1987) approaches to  Level of
academic learning and study: -
achievement academic  No
achievement discussion
6. Dasari 2009  To identify  80  Quantitativ  There was no  Good information  SPQ is  Gender: -
whether students occupational e significant on validity and considered to  Age: -
predisposed to a therapy (Longitudi movement in Deep reliability test appropriate to be  Origin: -
surface or Deep students nal Approach between  Appropriate used to measure  Schooling: -
Approach to design/pre pre and post-test statistical analysis approaches to  Level of
learning react  Hong Kong and post- over the period of learning as an study: over 2
differently when test) two years evaluation years
moving  Compared to the strategy in other
progressively  Instrument: similar studies in countries.
from one stage to the Study Australia and UK,
the next stage in Process Hong Kong
their curriculum Questionna students showed a
ire/SPQ higher mean for the
(developed Deep Approach
by Biggs et learning and a
al. 1987) lower mean for the
Surface Approach

7. Dolmans,  To investigate  262 medical  Quantitativ  PBL R-SPQ is a  Good response  The PBL-R-SPQ  Gender: 60 %
Wolfhagen, the reliability students (154 e valid and reliable rate (89%) needs to be female
&Ginns and validity of of first year tool to measure  Good information applied in more  Age: M=18
2010 version of the students and  Instrument: students’ learning on validity and PBL settings  Origin: -
Revised Study 108 of PBL R- approach in a PBL reliability test  Schooling: -
PBL Process second year SPQ curriculum  Minimum  Level of
Questionnaire students) (modified  First year students information on study: 1 and 2
adapted to the by the showed demographic years
PBL context  Netherlands author from significantly higher characteristics of
(PBL-R-SPQ) the original Deep Approach the respondents
 To investigate questionnai scores than second  Good ethical
the extent to re by year students approval
 which PBL Biggs,  Second year information
students use 2001) students showed
deep or surface significantly higher
approaches Surface Approach
scores than first
year students
8. Emilia,  To evaluate the  209 medical  Quantitativ  Students showed  Good response  SPQ can be used  Gender: 134
Bloomfield SPQ as an students in e higher scores for rate (82%) to assess learning female and 75
&Rotem 2012 instrument for year 5 and 6 deep learning  Good information and study male
measuring clinical who were  Instrument:  There was no on validity and processes in the  Age: -
learning in undertaking the Study statistical reliability tests, clinical context  Origin: -
medical education clerkships Process significant changes ethics approval  Schooling: -
Questionna of approaches to  Level of
 Indonesia ire/SPQ learning with study: 5 and 6
(developed different rotation years
by Biggs et
al. 2001)

9. Gijbels,  To investigate  67 Education  Quantitativ  Students change  Low response rate  The constructivist  Gender:
Segers&Struyf effect of and e (Cohort their perceptions of  Good information learning and 67.1% female
2008 constructivist psychology design) assessment validity and assessment and 32.9%
learning students demands towards reliability test environment does male
environment and  Instruments more deep level  Small sample size not directly lead  Age: M= 24 (SD
students  Belgium : 18 items demands.  No information on to a change = 6.65)
perception of the R-SPQ-  The constructivism ethical approval students’  Origin: -
assessment to 2F learning did not  No information approaches  Schooling: -
their approaches (developed changed students demographic towards more  Level of
to learning by Biggs et their approach to characteristic of deep learning. study: regular
 To assess the al. 2001) learning towards a participants.  The power of (the and working
relationship and The more Deep perceived) students
between change in Assessment Approach. assessment to
approaches to Demands  Students seem to steer learning is
learning and Questionna develop more both limited and
change in the ire (ADQ) Surface complex.
perceptions of the (developed Approaches to
assessment by Scouller learning during the
demands. and Prosser course. Only
1994) changes of
perceptions of
assessment
demands towards
less surface levels
are significantly
related to changes
in approaches to
learning, towards a
more Surface
Approach.
 Results of the
stepwise multiple
regression analyses
indicated that
students’ approach
to learning at the
beginning of the
course seems to
have a higher
impact on the
extent to which
they change their
approach to
learning than how
students perceive
the demands of the
assessment within
the course.
10. Gijbels et al.  To investigate  Pre-test :  Quantitativ  Students did not  Low response rate  The  Gender: -
2009 effect of 543, post-test e (Cohort change their (38%) implementation  Age: -
constructivist 207 first and design) approach towards a  Good information of innovation  Origin: -
learning second year more Deep on validity and study will not  Schooling: -
environment to Education  Instrument: Approach. reliability test automatically  Level of
students learning and 18 items R-  No effect for  Moderate sample result in positive study: 1-2
approaches. psychology SPQ-2F change in learning size changes in the years.
 To assess effect of students (developed environment.  No information on approach to No student
additional by Biggs et  Little alterations in ethical approval learning. characteristic
feedback to  Belgium al. 2001) the learning-  Minimal  Investigating (gender, age,
students learning assessment information complex learning combining work
Approaches. environment do not demographic in new learning and studying)
modify students’ characteristic of environments in proved influential
approaches to participants (age, higher education in explaining
learning. gender). remains a The
challenge for surface learning at
future research. the post-test.

11. Groves 2005  To evaluate the  115 first-year  Quantitativ  There was a net  Low response rate  Further research  Gender:
effect of a undergraduat e shift in (42, 3%) should 52.8% female
graduate-entry e medical predominant  Good information investigate the and 54.69%
PBL curriculum students. Instruments: learning approach validity and role female.
on individual  42 items of away from deep reliability test of PBL and it  Age: Pre
learning style;  Australia the study learning towards a  Small sample size may best be used M=24.54 and
 To examine the process more Surface  No information on to encourage the Post M=23.70
correlation questionnai Approach over the ethical approval Deep Approach  Origin: -
between learning re (SPQ) period of the study,  Good information to learning  Schooling: -
style, academic (developed as well as a demographic developing of  Level of
achievement and by Biggs significant decrease characteristic of life-long, study: 1 and
clinical reasoning 1987) in deep-learning participants (age, independent the end of
skill.  41 items of scores. gender, nature of learning skills. years.
the  There was a academic
diagnostic statistically background). Similarly, the
thinking significant association
 inventory association between between age and a
(DTI) deep learning score deep learning
(developed and clinical approach suggests
by Bordage reasoning skill as that age and
et al. shown by total DTI (presumably)
1990). score as well as on life experience may
the structure of also be a
knowledge contributing factor
subscale. in determining
 No correlation was approach
found between to learning.
learning approach
and examination
results.
12. Gurpinar et al.  To investigate the  A total of  Quantitativ  65% of the  Good information  Deep Approaches  Gender:
2013 relation between 728 year 1 e students were on validity and learners may be 51.8% male
students’ learning and year 2 found to have a reliability tests more satisfied and 48.2%
approaches and medical Instruments Deep Approach to  Good response with PBL female
their satisfaction students from : The learning rate (81%)  Age: -
with PBL. three medical revised two  Students with a  No information on
schools factor study  Origin: -
Deep Approach to ethics
process learning were  Schooling: -
 Turkey questionnai significantly having  Level of
re (R-SPQ- higher satisfaction study: -
2F) scores with PBL
(developed than those who
by Biggs et adopted a surface
al. learning to
2001) and approach.
Questionna  There was no
ire to significant
determine difference among
satisfaction surface learners
level  There was a
 (developed significant
by the difference among
author) deep learners

13. Kek,  To examine the  392 pre-  Quantitativ  Parental  High information  The study  Gender: 56.6
Darmawan& relationships clinical e involvement response rate supports the need female and
Chen 2007 among the medical continues to impact (82%) for proper 43.4 male
contextual factors, students  Instruments and influence  Good information governance and  Age: M=20.3
student learning : the student learning on validity and evaluation of the YO
and a set of  Malaysia Questionna process and related reliability test credibility of  Origin: 72.2
student outcomes ire student outcomes  Moderate sample private per cent
(developed  A Surface size universities. Chinese, 15.8
by the Approach to  Good information per cent Malay,
author) and learning is related on ethical 10.7 per cent
Data to poor quality approval
Indian, and 1.3
analysis processes and  Good information
was using outcomes per cent Others
demographic
the partial  A Deep Approach characteristic of  Schooling: -
least square to learning is participants.  Level of
path related to high study:
analysis quality processes  173 level 1
(PLSPATH and outcomes  16 level 2
)  123 level 3

From Table 3 and

Figure 3, three
LVs were
identified to have
an impact on
surface learning
approach, namely
gender (= 0.23),
ethnic (= -0.15)
and university
environment (=
-0.13). The
results indicated
that being male
was the most
significant and
critical factor in
the adoption of a
surface learning
approach. The
negative sign
observed for
ethnicity revealed
that the non-
Chinese
students were
more prone to
employ surface
 approaches to
learning. When
the students
entered a
formal learning
context,
perceptions of a
lack of peer
support (l= 0.80)
in the university
environment
influenced
them to employ
a surface
learning
approach.
14. Leung 2008  To assess whether  1,146 social  Quantitativ  There are no effects  No information  The study would  Gender: -
characteristic of science, e by either discipline response rate be benefits to  Age: -
deep or surface health or study level in  Good information assess different  Origin: -
approach to discipline  Instrument: either country. on validity and across disparate  Schooling: -
learning in East and technical 20 items of  Multiple-group reliability test cultures in the  Level of
also to the West Australian RSPQ analyses using  Large sample size relations between study: -
university (developed structural equation  No information on approaches to
students and by Biggs et modelling show ethical approval learning
1,266 Hong al. 2001) configure  Good information
Kong invariance across demographic
university the two samples, characteristic of
students suggesting that the participants.
continuum
 Australia and characterization of
Hong Kong approaches to
learning is likely to
 be applicable for
Western
counterparts.
 Hong Kong
students had higher
mean scores for
both deep and
Surface
Approaches,
showing their
greater use of
intermediate
approaches.

15. Mansouri et al.  To investigate  251 nursing  Quantitativ  64 % nursing and  High response rate  Students’  Gender: -
2006 students’ and midwife e (cross 63 % midwife (90%) approaches to  Age: -
approaches to students. sectional students were Deep  Good information learning  Origin: -
learning Iranian design) Approach on validity and should be  Schooling: -
nursing and  Iran  The correlation reliability test considered and  Level of
midwifes students.  Instrument: between nursing  Moderate sample can be influenced study: -
 To compare 52 items of students’ approach size students efforts in
students approach the to learning and  Good information the design of the
to learning and inventory stage of study was on ethical curricula, the
stage of study, questionnai no significant. approval selection of
level of interest re  The correlation  No information on methods of
and academic (developed between midwife demographic teaching and the
achievement. by Marton students’ on deep characteristic of adoption of
and or strategic learning participants. methods
Saljos’s and stage of study of learning
1967 was no significant. assessment.
&Entwistle  There were
and negative correlation
Ramsden’s between Surface
) Approach and stage
 of study.
 There were positive
correlation between
level of interest and
strategic approach
on nursing and
midwife students.
 The correlation
between the levels
of nursing or
midwifery students’
interests and their
adoption of the
deep or Surface
Approach were no
significant.
 The GPA for
nursing students
adopting the
strategic approach
was statistically
significantly higher
than that for
students adopting
the surface
approach.
 The GPAs for
students adopting
the deep or Surface
Approach were not
statistically
different.
 The GPA for
midwifery students
 adopting the
strategic approach
was statistically
significantly higher
than that for
students adopting
Deep Approach.
 There were no
statistically
significant
differences between
GPA for midwifery
students adopting
the Surface
Approach and
GPAs of those
adopting the deep
or strategic
approach.

16. Mattick,  To validate a  128 Year 1  Quantitativ  Medical students  High response rate  The complex  Gender: -
Dennis & Bligh revised medical e scored highly on (98%) factors associated  Age: -
2004 Approaches to students descriptive Deep Approach  Good information with approaches  Origin: -
Learning and compared with on ethics approval to  Schooling: -
Studying  UK  Instrument: other students in  No information on learning is  Level of
Inventory (ALSI) The higher education pilot test, validity needed. study: -
in medical Approache  Graduate status and and reliability tests
students and to s to gender had
explore its relation Learning significant effects
to student and on approach to
characteristic and Studying studying
performance Inventory  A Deep Approach
(ALSI) was associated with
higher academic
 scores

17. Meenakshi  To examine the  117  Quantitativ  59% of  No explanation on  RSPQ-2F could  Gender: -
2012 relationship physiotherap e physiotherapy validity and be measured  Age: -
between study y students adopted reliability tests another of health  Origin: -
hours, family  India  Instrument: deep achieving,  No explanation on study which is  Schooling: -
income, part time The revised 20% students ethics approval physiotherapy  Level of
job and academic two adopted Deep  Minimal students study: -
results with study factor study Approach and 19% description on approaches to
approach process students adopted demographic learning
questionnai superficial study characteristics of
re (R-SPQ- approach. the students
2F)  There was a
(developed significant
by Biggs et correlation between
al. 1987) the academic scores
and study approach
18. Munshi, Al-  To develop a  83 medical  Quantitativ  The exploratory  Small sample size  Gender: -
Rukban& Al- reliable and valid students e factor analysis  Age: -
Hoqail 2012 Arabic version of revealed two  Origin: -
the revised two-  Saudi Arabia  Instrument: components which  Schooling: -
factor study The revised were similar to the  Level of
process two original English study: -
questionnaire factor study questionnaire 
process  The main scales
questionnai were deep and
re (R-SPQ- Surface Approach
2F)  The items for the
(developed subscales had a
by Biggs et high internal
al. 2001) consistency of
more than 0.80.
19. Papinczak et al.  To determine the  213 first year  Quantitativ  Self-efficacy was  Good response  PBL curricula  Gender: -
2008 influence of medical e significantly rate (69%) could promote  Age: -
metacognitive students (Interventio reduced for both  No information students to have  Origin: -
activities within n -Control control and validity and Deep Approaches  Schooling: -
the PBL tutorial  Australia Cohort intervention cohorts reliability test to learning.  Level of
environment on design) at the conclusion of  Moderate sample study: -
the development the study. size
of deep learning Instruments:  A significant  Good information
approach,  the medical reduction in the on ethical
reduction in course adoption of deep approval
Surface Approach, learning and strategic  Good information
and enhancement questionnai learning approach, demographic
of individual re (MCLQ) matched by a characteristic of
learning self- ( corresponding participants (age,
efficacy  Peer increase in the use gender, repeat
assessment of surface learning, student status and
instrument was demonstrated primary
(APA) for both cohorts. undergraduate
(developed  There was a degree).
by Das statistically 
1998) significant
 scale of association between
reflection high self-efficacy
on Problem and deep learning
Based approach, with
learning older students
(developed overrepresented
by Sobral in the group of
2001) efficacious deep
 The learners
 Approache
s and Study
Skill
Inventory
for
Students
(ASSIST)
(developed
by Tait et
al. 1998)

20. Sabzevari,  To gain insight  198  Quantitativ  Mean grade for  Good sample size  Further research  Gender: -
Abbaszade&Bo into the undergraduat e deep learning of population. on mixed and  Age: -
rhani 2013 relationship e and (descriptive approaches were a  Good explanation new assessment  Origin: -
between the postgraduate correlation bit higher than on validity and methods and  Schooling: -
conventional nursing al) surface learning reliability tests techniques in  Level of
methods of students  Instruments approaches  Good information medical study: -
assessment in : The  There was a on ethics approval education is
medical surgical  Iran revised significant needed
courses and two-factor difference between
students’ study surface learning
approaches to process strategy and
learning questionnai between clinical,
re (R-SPQ- oral and practical
2F) and the group project
assessment assessment
preference  There were strong
inventory and significant
including correlations
personal between True-
characterist False questions and
ics and a combination of
assessment tests groups in deep
methods motive subscale
 (Leung, and between
2008) project assessment
and a combination
of tests groups in
surface strategy
subscale

21. Sadlo&  To investigate the  225 students  Quantitativ  There were three  Good sample size  The study  Gender: -
Richardson effects of different from six e kinds of  No information on suggested the  Age: -
2003 kinds of school of descriptive curriculum: ethics approval implementation  Origin: -
curriculum, the occupational subject-based,  No information on of a  Schooling: -
Course therapy  Instruments hybrid, and pilot test, validity Problem-based  Level of
Experience : The problem-based and reliability tests curriculum had study: -
Questionnaire  USA Course CEQ scores appropriate
(CEQ) and a short Experience  There was no effects on the
form of the Questionna statistically quality of
Approaches to ire/CEQ significance students learning.
Studying and The between CEQ
Inventory (ASI) Approache scores and the
s to effects of age
Studying  Students at the
Inventory/ problem-based
ASI schools obtained
higher mean scores
than students at the
hybrid schools
 Students at the
hybrid schools
obtained higher
mean scores than
students at the
subject-based
schools ASI scores
 There was a
 statistically
significant effect of
age on the students’
ASI scores
 There was
significantly and
negatively
associated with
scores on all of the
scales concerned
with a reproducing
orientation
 There was a
significant
difference in the
ASI scores
obtained by
students taking the
three kinds of
curriculum
 Students taking
three models
produced
significantly
different scores on
Deep Approach,
Surface Approach,
syllabus-
boundness,
improvidence and
fear of failure
 There was
significant
difference in the
 ASI scores
obtained by
students at the
different schools
within each of these
models.
 There was a
correlation
coefficients
between the
students’ scores on
the eight scales of
the ASI and the
five scales of the
CEQ

22. Salamonson et  To compare health  919 first year  Quantitativ  There was no  Large sample size  The importance  Gender: -
al. 2013 and science health and e statistically  Good explanation of the use of deep  Age: -
students’ science (prospectiv significant on validity and learning  Origin: -
demographic students e, difference in the reliability tests approaches to  Schooling: -
characteristics and (Nursing, correlation use of surface  Good information improve the  Level of
learning n=476; al design) learning among the on ethics approval quality of student study: -
approaches across Engineering, five disciplines learning and
different n=75;  Instrument: groups academic
disciplines Medicine, The revised  There were wide performances
 To examine the n=77; Health two variations in the use
relationship sciences, factor study of deep learning
between learning n=204; process approach
approaches and Medicinal questionnai  Older students and
academic chemistry, re (R-SPQ- those with English
performances n=87) 2F) as an additional
(developed language were
 Australia by Biggs et more likely to use
al. 2001) deep learning
 approach
 Both surface and
deep learning
approach emerged
as independent and
significant
predictors of
academic
performances

23. Snelgrove&  To establish the  289  Quantitativ  There was a  Good response  active processors  Gender: -
Slater validity of an nursing e (cohort) significant rate (96.3%) of information  Age: -
2003 ‘approaches students correlation between  Good sample size rather than  Origin: -
to learning’ attending a The revised deep motives and  Good explanation passive recipients  Schooling: -
questionnaire, the common two achieving strategies on ethics approval of knowledge and  Level of
study process foundation factor study  The deep factor  Good explanation that encourage study: -
questionnaire, for programme process was found to on validity and meaningful rather
use with student questionnai correlate positively reliability tests than superficial
nurses by  UK re (R-SPQ- to both GPA and  learning
undertaking 2F) sociology
psychometrical (developed examination
testing, including by Biggs et performance
exploratory factor al. 1987)  The surface motive
analysis factor was
significantly and
negatively related
to the nursing
examination

24. Snelgrove 2004  To evaluate  300 diploma  Quantitativ  Many of the  High response rate  SPQ is probably  Gender: -
students’ and e (three students were (96.3%) useful to assess  Age: -
approaches to undergraduat cohorts taking a Surface  Good information nurses’ approach  Origin: -
learning as e nursing study) Approach or on validity and to learning since  Schooling: -
measured student surface-achieving reliability of the the first time of a
 by a study process  Instrument: approach to their instrument in this study as to  Level of
questionnaire  UK 42 items studies. context. encourage study: -
(SPQ). and six  There was little  Moderate sample students into their
sub-scale difference in results size learning
of student between  Good information approaches.
process undergraduates and on ethical  The implications
questionnai diploma students or approval of these results
re (SPQ) between students  No information on are discussed in
(developed majoring in demographic relation to
by Biggs different nursing characteristic of curriculum
1987) specialities. respondents design and the
 The deep and demands of
achieving higher education.
approaches to
learning scores
correlated
positively and
significantly with
overall mean
assessment scores
of students, the
Deep Approach
with Sociology
scores and
negatively and
significantly with
Psychology scores.

25. Tiwari et al.  To explore the  38 students,  Qualitative  They adopted a  Small sample size  This study  Gender: -
2005 perceptions about graduates,  focus group Surface Approach  Good information suggested to  Age: -
what students and teachers discussion to learning and the rigour of the effect of  Origin: -
learned and how of nursing  interviews focused on analytical process assessment on  Schooling: -
they learned into 7 focus preparing for the  Good information student learning.  Level of
during their groups assessment tasks to on ethics approval study: -
 clinical practicum, the detriment of
and to examine  Hong Kong their learning.
the role played by  Assessment, in this
assessment in study, exerted what
influencing has been described
student learning as a negative
‘‘backwash’’ effect
on learning.
 Since assessment
may also foster
student learning in
a
positive way,
suggestions are
offered as to what
can be done to
bring about a
positive
‘‘backwash’’ effect

26. Tiwari et al.  To evaluate the  187 nursing  Quantitativ  The post-test mean  Small sample size  The study  Gender: -
2006 effect of PBL on students e (Quasi score was higher  Good response suggested that the  Age: -
students’ experiment than that at the pre- rate (79%) students adopted  Origin: -
approaches  Hong Kong al test (for the Deep  Good explanation a Deep Approach  Schooling: -
to learning in design) Approach to on validity and to learning during  Level of
clinical nursing  Instrument: learning) reliability tests a period of study: -
education The revised  There was no  No information on clinical education
two significant ethics approval in which PBL
factor study difference between was implemented
process the pre-test and
questionnai post-test mean
re (R-SPQ- scores for the
2F) Surface Approach
(developed to learning
by Biggs et  Four themes were
al. 2001) emerged: motivated
to learn, self-
direction in
learning, active,
interactive and
student centred
learning