Deep approaches to Learning

The treatment of brain tumors poses significant challenges and contributes to a significant number of deaths on a global scale. The process of identifying brain tumors in medical practice involves the visual analysis of photographs by healthcare experts, who manually delineate the tumor locations. However, this approach is characterized by its time-consuming nature and susceptibility to errors. In recent years, scholars have put forth automated approaches to early detection of brain tumors. However, these techniques face challenges attributed to their limited precision and significant falsepositive rates. There is a need for an effective methodology to identify and classify tumors, which involves extracting reliable features and achieving precise disease classification. This work presents a novel model architecture that is derived from the EfficientNetB3. The suggested framework has been trained and assessed on a dataset consisting of 7,023 magnetic resonance images. The findings of this study indicate that the fused feature vector exhibits superior performance compared to the individual vectors. Furthermore, the technique that was provided showed superior performance compared to the currently available systems and attained a 100% accuracy rate. As a result, it is viable to employ this technique within a clinical environment for the purpose of categorizing brain tumors based on magnetic resonance images scans.

The treatment of brain tumors poses significant challenges and contributes to a significant number of deaths on a global scale. The process of identifying brain tumors in medical practice involves the visual analysis of photographs by healthcare experts, who manually delineate the tumor locations. However, this approach is characterized by its time-consuming nature and susceptibility to errors. In recent years, scholars have put forth automated approaches to early detection of brain tumors. However, these techniques face challenges attributed to their limited precision and significant falsepositive rates. There is a need for an effective methodology to identify and classify tumors, which involves extracting reliable features and achieving precise disease classification. This work presents a novel model architecture that is derived from the EfficientNetB3. The suggested framework has been trained and assessed on a dataset consisting of 7,023 magnetic resonance images. The findings of this study indicate that the fused feature vector exhibits superior performance compared to the individual vectors. Furthermore, the technique that was provided showed superior performance compared to the currently available systems and attained a 100% accuracy rate. As a result, it is viable to employ this technique within a clinical environment for the purpose of categorizing brain tumors based on magnetic resonance images scans.

Is there a gender relationship between Holland's Personality types and choice of degree program among university student? Gender influence on the choice of a degree program was tested. The Holland's Self-Directed Search was used with 389 third year students at Kenyatta University. The results showed that gender was significantly correlated to the Holland personality types and the choice of degree programs. The results supports Holland's theory that gender predicts the choice of a degree program.

This paper provides information about findings from a recent research project that provides a new insight into how students' approaches to learning may be impacted by their level of interest in and enjoyment of the topic being studied. The data from this research suggests that for contemporary students, interest and enjoyment play an important role in determining their approach to learning. As such there are implications for all educators who may wish to encourage their students to use a deep approach to learning.

in collecting the Monitoring the Future data and making it available for this project. We also appreciate the financial support of the National Institute of Child Health and Human Development (HD39425-01). Yu Xie, Julie de Jong, Jenna Keedy, Judy Baughn, and Jana Bruce provided helpful assistance in data analysis, manuscript preparation, and project administration. While we thank each of these individuals and organizations for their contributions, responsibility for all errors of fact and interpretation remain with the authors.

Is there a gender relationship between Holland's Personality types and choice of degree program among university student? Gender influence on the choice of a degree program was tested. The Holland's Self-Directed Search was used with 389 third year students at Kenyatta University. The results showed that gender was significantly correlated to the Holland personality types and the choice of degree programs. The results supports Holland's theory that gender predicts the choice of a degree program.

Using data from a survey of more than 1,900 first-year students at a large research institution, this study applied J.L. Holland's theory of personality and environment to examine the ways in which students view diversity. Holland categories, individual characteristics such as race and gender and interactions with people of color before college significantly predict students' beliefs and attitudes about issues related to diversity at the time they enter college. Descriptive findings provide additional evidence of the widespread segregation that exists within society. More than 7 in 10 white students had no substantive interactions with people of color prior to entering college. This reinforces the assertion that college may be the first, and perhaps the only, opportunity that many students have to interact with someone from a different racial or ethnic background. (Contains 9 tables and 26 references.

Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students' outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor's degree recipients' development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor's degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program's (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor's degree recipients' democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed.

Based on the Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers' practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.

This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending 499 four-year institutions. Findings revealed a significant positive relationship between seniors' uses of DAL and plans for earning a graduate degree. Further, seniors majoring in Investigative and Social environments were more likely to hold higher degree expectations. Significant interaction effects by DAL and Holland academic environment were also found. The impact of DAL on graduate degree expectations was greater for seniors majoring in Artistic environments than otherwise similar students in Investigative, Enterprising, or Social environments. In addition, the impact of DAL on degree expectations was greater for seniors in Enterprising environments than otherwise similar students in Social environments Keywords Degree aspirations Á Degree expectations Á Deep approaches to learning Á Holland's theory

Based on the Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers' practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.

Based on the Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers' practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.

Based on the Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers' practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.

Students benefit from learning if they put forth efforts to engage in deep approaches to learning (DAL). This study was conducted to assess the level of student engagement in deep approaches to learning in public universities. The study involved 717 second and third year (senior) students selected from Woldia, Addis Ababa and Debre Berhan Universities using a combination of stratified and cluster sampling methods from the public universities in Ethiopia. Data were obtained using an eleven-item four-point, Likert-type scale adapted from the American Survey of Student Engagement. Analysis using a two-tailed one-sample t-test showed that student engagement in deep approaches to learning was statistically significantly lower than the expected mean. The result also revealed that course work gave little or some emphasize to higher-order learning and most of the students were sometimes engaged in reflective and integrative learning.

The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering of students, we found that the integrative learning subscale, which captures students' participation in activities designed to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year students. Implications for researchers and practitioners are discussed. Keywords Moral reasoning development Á Deep learning Á Quantitative Á First-year students Despite the ubiquity of findings linking formal participation in college to moral reasoning development (see Burwell et al.

Instrumentation Multiple/triangulation Standardized Nature of evidence Quantitative and qualitative Quantitative Reference points Over time, comparative, established goal Comparative or fixed standard Communication of results Multiple internal channels and media Public communication Uses of results Multiple feedback loops Reporting

Aim: The purpose of current study was to investigate the structural relationships between the investigative courses and students' learning outcomes, mediated by students' engagement levels including high-level thinking, classroom efforts, participatory learning, faculty-student interaction, interpersonal relationships, and institutional supports. Research method was descriptive with a correlational design. The results showed that the model fitted the data well and explained the relationship between the variables. Also, based on the results, the relationship of investigative courses with high-level thinking, student classroom efforts, participatory learning, and faculty-student interaction was positive and significant. In addition, although the direct effect of the investigative courses on learning outcomes was not significant, its indirect effect, mediated by of participatory learning, was positive and significant. Furthermore, other mediating effects of the components related to levels of engagement were not significant.

The purpose of this study was to examine the relationship between Holland's personality types, congruence and the choice of degree program as postulated in Holland theory of vocational choice. The theoretical framework was based on the Holland theory, which postulates that people will spend a considerable amount of time seeking academic environments that match their personality types. The independent variables were the personality types and the choice of the degree programs while the dependent variable was the degree of congruence. The Self Directed Search 4 th Edition questionnaire by [1] was used for data collection. This study used measures of relationship and association techniques, Pearson's coefficient correlation and Chisquare to analyze data. The results showed a significant relationship between personality types and the choice of degree program and the degree of fit, congruence with choice of degree program was an important factor. The following conclusions were drawn; Holland typology can be used to classify students' personality types and degree programs, and that congruence is a predictor of choice of the degree program.

The purpose of this study was to examine the relationship between Holland's personality types, congruence and the choice of degree program as postulated in Holland theory of vocational choice. The theoretical framework was based on the Holland theory, which postulates that people will spend a considerable amount of time seeking academic environments that match their personality types. The independent variables were the personality types and the choice of the degree programs while the dependent variable was the degree of congruence. The Self Directed Search 4 th Edition questionnaire by [1] was used for data collection. This study used measures of relationship and association techniques, Pearson's coefficient correlation and Chisquare to analyze data. The results showed a significant relationship between personality types and the choice of degree program and the degree of fit, congruence with choice of degree program was an important factor. The following conclusions were drawn; Holland typology can be used to classify students' personality types and degree programs, and that congruence is a predictor of choice of the degree program.

This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes. put simply, students should become better thinkers as they proceed through college. they should leave their institutions inclined to learn more, and they should be ready to take up the intellectual challenges imbedded in their lives. this is evident in even a cursory examination of the twenty-first century collegiate learning outcomes articulated by the Association of American colleges and Universities (AAc&U, 2007) and those found in innumerable other documents from previous eras that describe what students should gain as a result of completing their postsecondary education. yet, not all college students come out of their postsecondary experience equally equipped in these areas, nor have they

Increasing the success of Underrepresented Students of Color (USC) in science, technology, engineering, and mathematics (STEM) is a central concern to many researchers, policymakers, and educators. To help understand STEM college student success, many studies have utilized Holland’s (1966, 1973, 1985, 1997) person-environment fit framework applying it uncritically to all students. Using Quantitative Criticalism, this study engages the racial realities of USC while investigating several assumptions of Holland’s theory and their implications for USC pursuing STEM fields. Utilizing a national, longitudinal dataset of 5,564 STEM bachelor’s degree recipients drawn from the Cooperative Institutional Research Program’s 2004 Freshman Survey and 2011 Post-Baccalaureate Survey, this study specifically examines students’ interest in making a positive impact on society through socio-political action, or social agency, which Holland’s typology suggests is incongruent with STEM environments. Findings show that USC may be more likely to be described as “incongruent” with Holland’s classification of STEM environments, that the congruence assumption may not be fully applicable for understanding the long-term success of USC in STEM, and that the social agency of USC did not significantly change over the seven years while white students’ significantly decreased. Implications for broadening participation and promoting equity in STEM fields are discussed.

Based on Tochon's Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers’ practices, professional and cultural identities, and transformations in learning and teaching emerged during the process of employing the deep approach.

There are many factors to influence the level of students' achievement in education. Studies show that one of these factors is "learning approach of a student". Research findings generally have identified two approaches to learning: "deep and surface". When a student uses the deep approach, he/she has an intrinsic interest in subject matter and is interested in ideas and conclusions to understand the subject matter. When a student employs the surface approach, he/she merely memorizes knowledge to pass any exam in school. The aim of this study is to determine learning approaches of science student teachers and to examine the relationships among the variables, such as level of students' class and gender. The sample of this study consists of 108 student teachers from the Science and Technology Education Program at Department of Primary Science Education in Karadeniz Technical University. Approaches to learning of science student teachers are assessed using the Revised Two-factor Study Process Questionnaire (R-SPQ-2F), a scale developed by consisting of 20 items on a 5 point likert scale. According the findings, it was found that science student teachers generally have deep learning approach. Moreover, learning approaches of science student teachers have not changed related to gender.

Despite substantial efforts across postsecondary education to increase minority participation in study abroad, the homogeneity of study abroad participants remains largely unchanged (Dessoff in Int Educ 15(2):20–27, 2006; Shih in http://diverseeducation.com/article/13193/study-abroad-participation-up-except-among-minority-students.html, 2009). This study applies an adaptation of an integrated student choice model (Perna in Higher education: Handbook of theory and research, 2006; Salisbury et al. in Research in Higher Education 50:119–143, 2009) to identify differencesbetween white and minority (African-American, Hispanic, and Asian-American) studentsacross measures of human, financial, social, and cultural capital previously shown to influence aspirations to study abroad (Salisbury et al.). Analysis of data from 6,828 students at 53 institutions participating in the Wabash National Study on Liberal Arts Education suggests numerous differences between racial groups with considerable ...

The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering of students, we found that the integrative learning subscale, which captures students’ participation in activities designed to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year students. Implications for researchers and practitioners are discussed.

The purpose of this paper was to determine the effects of deep approaches to learning on the moral reasoning development of 1,457 first-year students across 19 institutions. Results showed a modest positive relationship between our measures of deep approaches to learning and moral reasoning at the end of the first year of college even after controlling for precollege moral reasoning. After accounting for a host of demographic and relevant student characteristics and for the natural clustering of students, we found that the integrative learning subscale, which captures students' participation in activities designed to integrate information from varied sources and diverse perspectives, positively affected moral reasoning among first-year students. Implications for researchers and practitioners are discussed.

This study estimates the effects of a deep approaches to learning scale and its subscales on measures of students' critical thinking, need for cognition, and positive attitudes toward literacy, controlling for pre-college scores for the outcomes and other covariates. Results suggest reflection is critical to making gains across the outcomes.

Nearly half of the US population will be from a non-white, racial/ethnic minority by 2050, and this impending demographic surge promises large increases in racial/ethnic minority high school graduates as early as 2015 (US Census, 2005; Carnavale & Fry, 2000). Moreover, 90% of high school seniors expect to obtain some type of postsecondary education (Hurtado, Inkeles, Briggs & Rhee, 1997). National data on college freshmen reveal that more students are aspiring to postgraduate degrees, and student interest in biological science ...

Vincent Tinto originally theorized, "… it is the individual's integration into the academic and social systems of the college that most directly related to his continuance in that college" 1 . Research on student engagement, academic and social, at the institutional-level indicates that both types of engagement contribute to achievement and student persistence, yet the rates of college degree attainment are stagnant. Researchers suggest going beyond institutional-level data and call for the use of nationally representative, longitudinal data to addressing engagement. This study uses the Beginning Postsecondary Survey (BPS:04/09) 2, 3 and logistic regression analyses and finds that both academic and social engagement significantly impact degree attainment in postsecondary education, net of individual and institutional factors. Analysis of the interaction of the types of engagement and initial major finds that the impact is differential by initially declared major and explicitly significant for students who initially enroll as either engineering or computer science/information science (ICS) majors.

This study examines the extent to which college seniors’ plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending
499 four-year institutions. Findings revealed a significant positive relationship between seniors’ uses of DAL and plans for earning a graduate degree. Further, seniors majoring in
Investigative and Social environments were more likely to hold higher degree expectations. Significant interaction effects by DAL and Holland academic environment were also found.
The impact of DAL on graduate degree expectations was greater for seniors majoring in Artistic environments than otherwise similar students in Investigative, Enterprising, or Social environments. In addition, the impact of DAL on degree expectations was greater for seniors in Enterprising environments than otherwise similar students in Social environments.

One of the factors ensuring an individual’s educational growth is proper and effective study. When we review the literature, we find that the students classify their readings into the categories of deep and surface reading, respectively. The purpose of this research is to determine the level of learning approaches of senior students of faculty of education and to expose the differences that derive from gender, school/division and the effectiveness of housing facilities. A survey model was used in this study. The research sample consisted of 2012-2013 academic year senior students from the Faculty of Education at Ahi Evran University in Turkey. The Study Process Questionnaire created by Biggs, Kember and Leung (2001) was used as the data collecting tool for this research. The deep approach of the Cronbach Alpha coefficient of scale was calculated as 0,79 and surface approach as 0,74. According to the results, the students prefer a surface approach to a deep one; and while there isn’t any significant difference in terms of gender in choosing deep approach, it is seen that there is significant difference amongst the male applicants in choosing surface approach.

Like many other public Mexican universities, the Benemérita Universidad Autónoma de Puebla (BUAP) has tried to contribute to the national development of Mexico by offering new undergraduate majors presumed to be better attuned to the needs of the labor market, while capping enrollments in traditional majors presumed to be redundant. Using data from one of the most extensive alumni studies in Mexico, we found that BUAP alumni who graduated in traditional majors do not show high unemployment or low satisfaction. On the contrary, the lowest levels of job satisfaction and the highest rates of unemployment are found among the graduates of non-traditional majors.