Thực trạng tiếp cận học tập của học sinh một số trường trung học phổ thông khu vực Bắc Trung Bộ

Tóm tắt

In high school education, the way students approach learning tasks is linked to the quality and depth of the learning process. This study aims to describe the current state of learning approaches and analyze differences in these approaches between 11th and 12th-grade students in several high schools in the North Central region of Vietnam. A cross-sectional survey was conducted with 3,027 students using the 20-item R-SPQ-2F scale, which comprises two subscales: deep approach and surface approach. The results indicate that students tend to employ deep learning approaches more frequently than surface approaches; however, surface learning behaviors remain significant. Differences in learning approaches between 11th and 12th-grade students were minimal, suggesting that grade level has not yet created a significant distinction in how students approach learning tasks. These findings provide empirical evidence regarding the learning approaches of high school students in the Vietnamese context and underscore the necessity of organizing instruction and assessment in ways that foster deep learning while minimizing surface learning behaviors.