Relationship Between Instructors Approaches to Teaching and Students Approach to Learning and Learning Outcomes: Debre Markos University:Ethiopia

Abstract

The study was conducted to scrutinize the relationship between instructors’ approaches to teaching and students approach to learning and learning outcomes. In achieving its purpose, quantitative research method with correlation design was employed. Three type of instruments; Approaches to Teaching Inventory (ATI), the Revised two-factor Study Process Questionnaire (R-SPQ) and students Cumulative Grade Point Average (CGPA) were used as tools of data collection.  16 instructors and 134 under graduate students attended in 2016/2017 academic year of Education and Behavioral Sciences were participated. The collected data was analyzed via one sample t-test and Pearson product moment correlation coefficient. Therefore, the study revealed that students were used deep approaches more often than surface approaches to learning. As well, teacher-focused   approach to teaching has significant positive correlation with students’ surface approaches to learning.  It can be disclosed that students-focused approach to teaching has significant positive association with students’ deep approaches to learning. The study also affirmed that students’ learning outcomes have significant positive correlation with instructors conceptual change approach to teaching. Significant positive relationship was also identified between students’ deeper approaches to learning and their learning outcomes.

Keywords: Approach to learning, Approach to teaching, learning outcomes