A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections

Abstract

Biggs' Presage–Process–Product (3P) model provides a exible model for testing hypotheses about intra-psychic and contextual e ects on student learning processes and outcomes; however, few empirical studies have e ectively tested the longitudinal and reciprocal e ects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identi ed signi cant reciprocal e ects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large e ects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed.