Approaches to Normal Learning Tasks Adopted by Senior Secondary School Pupils

The concept of deep and surface approaches to learning, previously described in higher education, was extended to pupils studying a curriculum of Scottish Higher grades or A-levels. The rationale for employing a qualitative methodology in investigating the process of learning is outlined. Thirteen male pupils were questioned by semi-structured interview. Transcripts were analysed qualitatively using the rigorous and systematic method pioneered by Marton. Three categories of a deep approach (personal integration, inter-relationships and meaningfulness) and three categories of a surface approach (isolating, memorisation, and passivity) were described. Functional relationships between the context in which a study task was experienced, personal factors and approach to learning were also established. Subsequent work to facilitate effective learning by pupils is described, for which this paper's findings were the empirical basis. The implications for enhancing effective learning in secondary school are explored.