Deep Approaches to Learning, Student Satisfaction, and Employability in STEM
Bibliographic Data
| ID | 22048474 |
|---|---|
| Authors | Madhu Kapania (0009-0002-1213-2513, Virginia Tech, corresponding author), Jyoti Savla (0000-0001-7142-3770, Virginia Tech), Gary Skaggs (Virginia Tech) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1126 |
| Publication date | 2025-08-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091126 |
| OpenAlex | W4413817081 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
This study examines the link between deep approaches to learning (DAL) and undergraduate senior students’ employability skills and perceived satisfaction in STEM fields in the United States. DAL, comprising higher-order (HO) and reflective/integrated (RI) learning constructs, enhances the understanding of real-world applications and promotes reflective thinking about individual ideas in broader contexts. HO activities focus on analyzing, synthesizing, and applying new information in practical scenarios such as internships, classroom discussions, and presentations. RI activities involve integrating existing knowledge with new ideas. The efficacy of DAL in improving student outcomes including employability and satisfaction skills was investigated using Structural Equation Modeling (SEM), which included a Confirmatory Factor Analysis (CFA) to measure observed variables associated with the four latent factors (HO, RI, student satisfaction, and employability skills), followed by structural analysis to explore the relationship between these latent factors. Data from 14,292 senior students surveyed by the National Study of Student Engagement (NSSE) in 2018 were analyzed. The results indicated a significant positive effect of DAL on students’ satisfaction and perceived employability skills, underscoring its importance in higher education for STEM students. These findings can guide higher education institutions (HEIs) in focusing on DAL activities for meaningful learning outcomes and enhanced critical thinking
Employability · Higher education · Mathematics education · Pedagogy · Political science · Computer Science · Educational Leadership and Innovation · Higher Education and Employability · Online Learning and Analytics · Psychology
Approaches to the Enhancement of Tertiary Teaching
Assessing What Really Matters to Student Learning Inside The National Survey of Student Engagement
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes
On Qualitative Differences in Learning
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |