Learning approaches and their association with academic performance among undergraduate students in a dental teaching institution in India

Purpose This cross-sectional survey was aimed to assess the preference of learning approach and its correlation with academic performance in a dental teaching institution. Methods The survey was conducted in a dental teaching institution among all undergraduate students using Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Results A total of 155 students participated in the study. A statistically significant positive correlation between deep approach scores and academic performance ( r = 0.212, p = 0.008) was obtained indicating that students who adopted deeper learning approach tended to perform better academically. Across the years of study, mean deep approach scores were higher than mean surface approach scores. This difference was statistically significant for the Third year ( p = 0.007), Final year ( p = 0.001), Internship ( p < 0.001) and the combined clinical group ( p < 0.001). Conclusion The mean scores of deep and surface approaches (and its sub-domains) increased over the years in the pre-clinical and clinical phase.