Testing the hypothesis that the deep approach generates better academic performance

Students’ Approaches to Learning (SAL) theory assumes that the deep approach generates better academic performance when compared to the surface approach. This study tests this hypothesis, using a randomized experimental design of pre- and post-test case-control. Students in a discipline of a biology course were randomly allocated to the experimental and control groups. The experimental group carried out a pedagogical activity which aimed to mobilize the deep approach, while the control group performed a mobilizing activity with a surface approach. Student performance was analyzed by valid and reliable educational tests designed for this purpose, using statistical Rasch Models. Results indicated that both groups showed substantial gains in two of the three learning tasks. The experimental group did not show a higher gain than the control group. From the present study, it can be seen that, in order to actually test the SAL principle, it is necessary to monitor in detail the student's cognitive process. In addition, it can be concluded that it is important that the research area on SAL increases its efforts in quantitative studies of learning processes.