Abordagem de aprendizagem: opção de discentes do curso de bacharelado em Ciências Contábeis da Universidade Federal da Paraíba

Abstract

From the seminal studies of Marton and Saljo (1976), the study on approaches to learning has been developing more and more in the academic context. There is a heterogeneity in the profiles of students in higher education, as there are students coming from different socio-cultural backgrounds, of different ages, sex and cognitive domain. There is also diversity in the interests, goals and motivations that they have to face the challenges that arise during academic background. By this factor, there are different types of learning in the teaching-learning relationship and there is evidence that this interferes in the performance of the student and in the way in which they are motivated. In the same way, there are also several ways of transmitting knowledge. There are three types of approach to learning that are the deep approach, superficial approach, and high-yield approach. Because the approaches to learning are essential in the teaching-learning process, it is necessary to understand and identify them through instruments. Facing this, the research aims to identify the approach to learning present in the students and graduates of the undergraduate course in Accounting Sciences of the Federal University of Paraíba. In order to reach the proposed objective, a survey of the profile of the students was done through a socio-demographic questionnaire and the use of the translated version of the instrument The Revised Two Factor Study Process Questionnaire to identify the approach to present learning. The results indicate that the predominant approach is the deep approach, through deep motivation and strategy. There was no significant relationship between the approach and the socio-demographic variables.