University Chemistry and Pharmacy Students’ Approaches to Learning

Hristo Hristov, Alexandria Gendjova

Sofia University

https://doi.org/10.53656/nat2025-1.03

Absract. The present study¹ aims to investigate the approaches to learning of students from the Faculty of Chemistry and Pharmacy of Sofia University, depending on factors such as course of study (age), professional field and gender. A standardized questionnaire (R-SPQ-2F) was used, covering the two main approaches to learning – deep and surface, with accompanying them motivations and strategies. 124 students participated in the survey (38 in Chemistry and 86 in Pharmacy). They responded in the context of the chemical disciplines.

It was found that with increasing course of study (age), Chemistry Chemistry students strive more for a deep understanding of the study material, combined with motivation (DeepMot), while those from Pharmacy seek not so much comprehension as its selective memorization (DeepStr). Chemistry fourth-year students to a greater extent prefer deep learning approaches (DeepMot, DeepStr) compared to those in PharmacyNo statistical difference between the learning approaches of students of different genders.

The results obtained can be a basis for further research and taking future actions for success or overcoming unfavorable factors for learning.

Keywords: approaches to learning; Higher education; Chemistry and Pharmacy students

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