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ABSTRACT A sample of 190 first- and second-year university students from three courses in two faculties completed questionnaires on their general orientations to learning (classified as deep, surface or achieving), their perceptions of the skills and abilities being assessed by multiple choice question (MCQ) examinations and the study strategies (either deep or surface) they intended to employ for their forthcoming MCQ examinations. The above variables were analysed in relation both to one another and to outcome based on their performance in the examination. Results revealed an association between achievement and deep and/or achieving general, but not surface, orientations to study. Students with surface general orientations to study, in contrast, appear to have a confused perception of MCQ examinations and no planned strategies with which to prepare for them, suggesting that they are passive and unreflective about their studies. Suggestions are included for improving learning in higher education institutions and encouraging students to be more actively involved in their learning.
Scouller et al. (Sat,) studied this question.