The Relationship between learning approaches and academic achievement in humanities and engineering students considering the role of gender

The purpose of the current study was to explore the relationship between learning approaches and academic achievement in humanities and engineering students considering the role of gender.The method of this study was descriptive-correlational. The statistical population concluded all Shiraz University Students from which 100 students (50 students of humanities and 50 students of engineering) were selected using convenient sampling and responded to the revised two-factor Study Process Questionnaire (R-SPQ-2F) (Biggs, Kember, & Leung). Correlation, regression, and t-tests analysis methods were used to analyze the data. The results show that there is a significant positive correlation between the deep learning approach and academic achievement and a significant negative correlation between the surface learning approach and academic achievement. Moreover, the results of regression analysis show that the surface learning approach variable significantly negatively explains the academic achievement. Also, the results of t-test analysis show a significant difference between boys and girls in surface learning approach, and between humanities and engineering students in deep approach to learning. Generally, studying learning approaches and determining the strengths and weaknesses of student learning provide useful information for those involved, educational planners and teachers to create better conditions for students to study and learn satisfactorily.