The Relationship between Students’ Conceptions of Learning and Their Academic Achievement

Ghorban Hemati Alamdarloo · Shahram Moradi · Gholamreza Dehshiri

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Learning Styles and Cognitive Differences Evaluation of Teaching Practices Educational Strategies and Epistemologies

Abstract

This study investigates the relationship between pre-university students’ conceptions of learning with their academic achievement. The sample consisted of 309 students (165 males and 144 females) in Tehran city. Among them, 104 individuals were in Mathematics, 110 in Experimental Science, and 95 in Literature (Humanities). The participants were selected through multistage cluster sampling. To assess their conceptions of learning, Purdie and Hattie’s (2002) questionnaire was used, and to measure their academic achievement, the total mean of high school diploma was considered. The results showed a significant relationship between students’ conceptions of learning and their academic achievement. There is also a meaningful relationship between students’ number of conceptions of learning and their academic achievement.

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1993Conceptions of learning 2004Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments 1996Student conceptions of learning and their use of self-regulated learning strategies: A cross-cultural comparison.2000Students' Conceptions of Learning, the Classroom Environment, and Approaches to Learning 2002Assessing students' conceptions of learning 2007Engineering students' conceptions of and approaches to learning through discussions in face-to-face and online contexts 2001Can we Relate Conceptions of Learning to Student Academic Achievement?2009Secondary school students' conceptions of learning and their relationship to achievement

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