The Correlation between Learning Approaches and Assessment Preferences of Eighth-Grade Students

Abstract

The aim of this study is to assess the correlation between the learning approaches (LA) and assessment
preferences (AP) of eighth-grade students. This is a correlation research. The participants of this study are 150,
eighth-grade grade students. In order to collect relevant data sub-factors of “Approaches and Study Skills Inventory
for Students” and “Assessment Preference Inventory” have been used. To analyze the collected data ‘canonical
correlation’ has been calculated. The variable sets for canonical correlation are; Set one-LA: Strategic, deep and
surface learning; Set two–AP: Alternative, traditional, complex-constructivist, simple-multiple choice. The results
show us that the first canonical correlation was .47 with 22 % overlapping variance; indicating significant
relationships between two sets of variables.