Background--> Research Method--> Quantitative Instruments--> Study Process Questionnaire

Revised-Study Process Questionnaire-Learning Attitudes (Biggs, 2001; Biggs, Kember, & Leung, 2001) 10 items selected; 5-point scale)--Deep Approach, Surface Approach

Sample Questions from Time 1 Questionnaire

• Deep Motive (.56; item 9). I find that studying academic topics can at times be as exciting as a good novel or movie. (2.2. item 7)

• Deep Strategy (.62; item 6). I find most new topics interesting and often spend extra time trying to obtain more information about them. (2.2. item 4)

• Surface Motive (.38; item 7). I do not find my course very interesting, so I keep my work to the minimum. (2.2. item 3)

• Surface Strategy (memorization) (.67; item 8). I learn some things by rote, going over and over them, until I know them by heart, even if I do not understand them. (2.2. item 2)

Sample Questions from Time 2 Questionnaire

• Deep Strategy (.52; item 18). I make a point of looking at most of the suggested course readings that go with the lectures. (2.2. item 8)

• Surface Motive (.52; item 11). I find that in this course I can get by in most assessments by memorizing key sections rather than trying to understand them. (2.2. item 6)

• Surface Strategy (.57; item 20). In this course, I find the best way to pass examinations is to try to remember answers to likely questions. (2.2. item 10)

• [Intervention] Deep Motive (.63; item 13). I work hard at my studies during class time, because I find the material interesting, as I would need to engage in the gamification of teaching and learning activity in class. (2.2. item 1)

• [control] Deep Motive (.63). I work hard at my studies during class time, because I find the material interesting, as I would need to engage in the group-based teaching and learning activity in class. (2.2. item 1)

References

Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.

Biggs, J. (2001). Enhancing learning: A matter of style or approach?. Lawrence Erlbaum Associates Publishers.