Deep approach to learning of pharmacy students : a multilevel analysis

Abstract

Deep approach to learning (DA) of pharmacy students is crucial because it can help to produce the students’ academic performance and desirable professional outcomes. The objectives of this study were to assess the extent of students’ deep approaches to learning of pharmacy students in Thailand, examine relationship of student-level factors and course-level factors with students’ deep approach to learning, and validate the Multilevel Structural Equation Model. The participants consisted of 536 pharmacy students from 67 courses of Faculties of Pharmaceutical Sciences, Chulalongkorn University and Burapha University. Eight to twelve students were randomly selected to evaluate each learning course in the first semester of 2016 academic year. The results found that an average total score of deep approach to learning of the pharmacy students was 31.66 out of 50. This meant that there was a need to improve students’ deep approach to learning. The Multilevel Structural Equation Model was analysed by Mplus 7.4 program. Results indicated that the hypothesized model was consistent with the empirical data. These variables at student- and course-level accounted for variance of pharmacy students’ DA about 30.90% and 42.20%, respectively. The highest influencers on the students’ deep approach to learning were mastery approach goal (β = .536**) at student-level and innovation (β = .409**) at course-level. Therefore, educators should increase innovative teaching approaches, optimize students’ workload, provide task orientation, and encourage students to be goal striving persons to facilitate deep learning.