Students' learning approaches as a factor of academic achievement at selected public universities: A cross-sectional study

IntroductionExcellence in anesthesia education has been advocated to meet the current and future needs of society. Universities play a key role in creating a conducive climate for learning and facilitating the development of expected competencies among graduates. This study assessed students' learning approaches and their relationship with their academic achievement at two selected public universities in Ethiopia. Materials and methodsA cross-sectional study was conducted on 123 anesthesia students. All 3rd- and 4th-year students were recruited for the study. Study Skills Inventory for Students (ASSIST) was used to assess students' learning approaches. Perceived performance, cumulative grade point average (cGPA), and 100 MCQ items were used to assess academic achievement. Data were entered into Epi-data and exported to SPSS for statistical analysis. An independent t-test was used to determine the presence of a difference in academic achievement across learning approaches. Bivariate and multivariable linear regressions were fitted to assess the association of students' characteristics and learning approaches with their academic achievement. A P-value of less than 0.05 was used to declare the statistical significance. ResultThere were no statistically significant differences between the groups on most of the learning approaches and academic achievement measures. In multivariable linear regression, university entrance exam results, students' perception of the definition of learning, and a deep approach to learning were found to be the predictors of students' academic achievement (beta = 0.004 and P = 0.03, beta = 0.14 and P = 0.015, and beta = 0.13 and P = 0.023), respectively. ConclusionIn this study, students mainly follow deep approaches to learning, and there were no statistically significant differences between the groups on most of the learning approach measures and academic achievements. Entrance exam results, positive perception of the definition of learning, and a deep approach to learning were found to be positive predictors of academic achievement. Emphasis has to be given to improving students' learning approaches for better academic achievement and success.