Abstract
This study investigated the students‟ perceptions of the educational environment, approaches to learning, academic motivation and learning preferences at two universities in Lahore. Multistage random sampling procedure was used to draw samples from the two universities. The total sample consisted of 912 students; 570 students from one university and 342 from the second university. The Course Experience Questionnaire (CEQ; Wilson et al., 1997) was used to measure the students‟ perceptions of the educational environment. Approaches to Learning and Studying Inventory (ALSI; Entwistle, McCune, and Hounsell, 2003) was used to measure the students‟ approaches to learning. The students at the two universities perceived their educational environment more positively in terms of generic skills that they had acquired during the course of study (critical thinking, communication skills etc.) than in terms of instructional practices, workload, assessment and learning resources. They showed greater preference for the educational environment that supports understanding than the educational environment that supports transmission of information. They tended to use all the four approaches to learning (deep, surface, organized and monitoring studying). According to the results of Multivariate Analysis of Variance (MANOVA), the students at the two universities differed in their perceptions of the educational environment, academic motivation and approaches to learning.
Raza Ullah, Ifra Iftikhar, Bushra Yasmeen. (2014) Approaches to Learning, Perceptions of Educational Environment, Academic Motivation and Learning Preferences: Analysis of Two Universities in Pakistan, Bulletin of Education & Research, Volume 36, Issue 2.
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