Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education

Both learning style and academic belief systems have been identified as significant factors contributing to academic achievement. This paper evaluates the efficacy of teaching and learning in higher education by investigating the relationship between students assessment of their own academic proficiency (in this case Research Methods Proficiency [RMP]), learning style, academic locus of control, academic self-efficacy and academic achievement. First and second year undergraduate students' RMP was measured before and after completing modules in Research Methods. Students also completed measures of approaches to learning, academic self-efficacy and academic locus of control. Academic achievement (module mark) was also recorded. Results showed that perceived proficiency increased after completing the taught modules and that perceived proficiency was positively correlated with academic performance. Level 1 students, taught under the recently modified programme, reported significantly higher perceived proficiency than Level 2 students taught under the previous programme. Perceived proficiency was positively correlated with a strategic learning approach and negatively correlated with a surface learning approach and external locus of control beliefs. Academic achievement was also positively correlated with a strategic learning approach and negatively correlated with an apathetic learning approach. A deep learning approach failed to be associated with either RMP or academic achievement. It is suggested that: (i) these findings confirm, to some degree, the suggestion that there is an emphasis in later education on performance rather than learning (Lyddy, 1998); and (ii) perceived proficiency is a useful evaluation measure and is likely to contribute to effective and productive teaching and learning within higher education.