The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F

TLDR

The study aimed to develop a revised two‑factor Study Process Questionnaire (R‑SPQ‑2F) for teachers to assess students’ deep and surface learning approaches. The authors created a 10‑item instrument (five items per deep and surface approach) by drawing from the original SPQ, modifying items, and adding new ones, then refined it through testing with 229 health‑science students and 495 undergraduates, and validated it with reliability analysis and confirmatory factor analysis. Confirmatory factor analysis confirmed a good fit to the two‑factor structure, with clear motive and strategy subscales for both deep and surface approaches, yielding a concise questionnaire usable by teachers.

Abstract

To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items.A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis.The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version.The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales.The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students.