‘Revisiting’ the South Pacific approaches to learning: a confirmatory factor analysis study

There has been substantial research evidence concerning the learning approaches of students in Western and non‐Western contexts. Nonetheless, it has been a decade since research in the South Pacific was conducted on the learning approaches of tertiary students. The present research examined the learning approaches of Fijian and other Pacific Islands students enrolling in a professional‐based education course at the University of the South Pacific. Biggs’ (1987 Biggs, J. 1987. Student approaches to learning and studying, Melbourne: Australian Council for Educational Research. [Google Scholar]) Study Process Questionnaire was revised to suit the social and cultural contexts before it was distributed among 159 undergraduate students. Exploratory factor analysis and confirmatory factor analysis did not support the theoretical framework of a three‐factor model (Biggs, 1987 Biggs, J. 1987. Student approaches to learning and studying, Melbourne: Australian Council for Educational Research. [Google Scholar]) and, instead, indicated the existence of a two first‐factor model, emphasising two major types of learning approach – reproducing and meaning (Richardson, 1994 Richardson, J.T.E. 1994. Cultural specificity of approaches to studying in higher education. Higher Education, 27: 449–468. [Crossref], [Web of Science ®] , [Google Scholar]). The study’s findings suggest that educators should ensure that assessment and other teaching learning components are aligned constructively to promote the appropriate approach of learning.