R-SPQ-2F

Form

This questionnaire has a number of questions about your attitudes towards your studies and your usual way of studying.

There is no right way of studying. It depends on what suits your own style and the course you are studying. It is accordingly important that you answer each question as honestly as you can. If you think your answer to a question would depend on the subject being studied, give the answer that would apply to the subject(s) most important to you.

The letters alongside each question stand for the following response.

this item is never or only rarely true of me
this item is sometimes true of me
this item is true of me about half the time
this item is frequently true of me
this item is always or almost always true of me

Please choose the one most appropriate response to each question. Choose the option that best fits your immediate reaction. Do not spend a long time on each item: your first reaction is probably the best one.

Please answer each item. Do not worry about projecting a good image. Your answers are CONFIDENTIAL.

Thank you for your cooperation.

Biggs, J.B., Kember, D., & Leung, D.Y.P. (2001) The Revised Two Factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology. 71, 133-149

DOI: 10.1348/000709901158433

http://www.johnbiggs.com.au/pdf/ex_2factor_spq.pdf

Score

Description

Bloom's Taxonomy

Bloom’s taxonomy of learning (1956) and ILO verbs (modified from Biggs and Tang, 2007)
Bloom, B., Engelhart, M., Furst, E., Hill, W. and Krathwohl, D. (1956) Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain. New York: Longmans, Green.
Biggs. J. and Tang, C. (2007) Teaching for Quality Learning at University: What the Student Does. (3rd ed). McGraw-Hill/Society for Research into Higher Education & Open University Press

Surface learning (as its name implies) involves simply 'scraping the surface' of the material being studied, without carrying out any deep processing of the material. Students who adopt such a surface approach tend to work according to the following general pattern:

concentrating purely on assessment requirements
accepting information and ideas passively
memorising facts and procedures routinely
ignoring guiding principles or patterns
failing to reflect on underlying purpose or strategy.

Students who adopt a deep approach, on the other hand, make a serious attempt to turn other people's ideas into their own personalised structure of knowledge. They tend to work according to the following general pattern:

endeavouring to understand material for themselves
interacting vigorously and critically with content
relating ideas to previous knowledge and experience
using organising principles to integrate ideas
relating evidence to conclusions
examining the logic of arguments.

Students who adopt a strategic approach to learning consciously set out to achieve the highest possible grades. They tend to work according to the following general pattern:

putting steady effort into study
seeking out the right conditions and materials
contriving to put time and effort to maximum effect
knowing the requirements and criteria of assessment
relating work to the preferences of lecturers