The interplay between gender, learning approaches and academic performance in Chinese sub-degree and degree students

Chi Nam Andy Kan
The Open University of Hong Kong
Hong Kong SAR, China

Yiu Kong Chan
The University of Hong Kong
Hong Kong SAR, China

Over the past decade, the Community College has been the alternative choice for secondary school graduates on the verge of enrolling in government-funded universities in the Hong Kong higher education system. This study examines the relationship between gender, learning approaches and academic performance among 250 Hong Kong Chinese sub-degree and degree students. The students who participated in the study responded to the Biggs's Revised Two-Factor Study Processes Questionnaire (R-SPQ-2F) and McAuley's Revised Causal Dimension Scale (CDSII). The results indicate that the deep approach and academic performance are positively related. The implications of the findings are discussed for tertiary teachers and counsellors.