Learning Practices in a Higher Learning Institute in United States

This study is an attempt to assess the level of learning practices among undergraduate and postgraduate students in a higher learning institute in the United States. The sample population comprised 181 undergraduate and postgraduate students and 22 instructors from the School of Education. Questionnaires using a 6 point Likert-scale were administered to all 203 respondents whilst interviews were conducted with 5 undergraduates, postgraduates and instructors. In addition, document analysis was also conducted on the syllabus used for the 12 courses. Descriptive analysis indicated that most of the learning practices (dimensions or overall) recorded above moderate level in higher education. Overall, students exhibited high levels of learning obligation, but moderate levels of learning effort and collaboration in learning. Therefore, in an effort to raise the current level of effort and collaboration in learning among the students might entail increasing the scores on each dimension of the two main aspects of learning practices appropriately. More efforts have to be considered to increase the levels of learning effort and collaboration in learning among the students. This suggestion is made on the basis that takes into consideration that these two dimensions were found to be experienced at a relatively lower level than the dimension of learning obligation. This observation informs us that steps need to be taken when planning intervention programs to raise the overall level of learning effort and collaboration in learning among students in higher education.