Complete thesis - Murdoch University

interaction between students’ study orientation, factors such as their learning experiencesand regulatory skills, and the learning environment.A high level of dissonance indicated, in that study, an individual student’s study habit problemsand lack of metacognitive skills to evaluate study practices and quality of learning. Thishigh dissonance is characterised by the inclusion of elements from both the surface (consistingof scales measuring a reproduction-directed approach to learning) and deep (consisting ofscales measuring a meaning-directed approach to learning scales). Slightly dissonant studyorchestrations are characterised by elements from either a deep or surface profile, but alsocontained theoretically atypical combinations of scale scores. Table 8.10 describes the subscales.The first seven (IND to MWU) reflect the Deep Study orchestration.As noted previously, at the end of ENG301 students were asked to complete a RoLI inventory.At this time the aim was to trial the instrument and to compare the results with the ASI –in effect to test the value of introducing a new diagnostic instrument. While the literaturesuggests RoLI has a finer granularity, and may be used, as in Lindblom-Ylänne (2004), as acomponent of student counselling on study habits, issues regarding its availability make it aproblematic instrument.Figure 8.20 extracts the students enrolled in ENG302 from the ASI data presented previouslyin Figure 8.2 (Note students numbering is random in each case).Figure 8.20: ASI Results for students in ENG302 in 2005For this group, the means are MO – 2.94 and RO – 1.81. What this shows is that, while378