International Journal of Scientific and Research Publications, Volume 8, Issue 1, January 2018 79 ISSN 2250-3153 www.ijsrp.org Formulation of Learning Strategies Using Bigg's (R- SPQ-2F) Thru Attitudinal Studies of Selected Nursing Students in Higher Education Institution in Metro Manila Jocelyn B. Hipona * , Herbert D. Vertucio ** * College of Applied Medical Sciences, Department of Nursing, King Faisal University, Kingdom of Saudi Arabia ** Graduate School Studies, St. Jude College, Philippines Abstract- This study was conducted in order to formulate learning strategies using Biggs' (R-SPQ-2F) thru attitudinal studies of selected nursing students in Higher Education Institution in Metro Manila. The respondents of this study are three hundred fourteen randomly selected students from two Higher Education Institution in Metro Manila, Philippines. A survey was conducted using a standardized questionnaire for gathering of information about respondents profile and their attitudes towards learning. Frequency, Percentage, Ranking, Weighted Mean, Likert Scale, Standard t-test and ANOVA were applied to investigate the differences in the answers of the respondents to the formulation of learning strategies towards their attitudes to learning. The results revealed that there is significant differences concerning the attitudinal studies of the selected nursing students in terms of Surface Approach and deep approach. The motivation of the nursing students using Bigg’s (R-SPQ-2F) manifested that their extent of attitudinal studies are well-equipped through academic awareness. There are twelve motivational Approaches of the nursing students that are correlated to the Bigg’s (R-SPQ-2F) and eight, which are not correlated under deep approach and surface approach. Thru evident findings, the Learning Strategies that are formulated are based on the Extent of Motivational Approach of the nursing students through their attitudinal Studies using the Bigg’s (R-SPQ-2F). Index Terms- Attitude, Deep Approach, Motivation, Learning Strategies, Surface Approach I. INTRODUCTION he attitudinal studies and motivational approach are significant factors affecting the quality of student learning. It is also identified that the impact of student’s approaches to learning and ultimately quality of learning outcomes varies in the differences in motivation and study processes. Recognizing student attitude towards their studies is a vital step in formulation of strategies and their motivation towards learning in Higher Education Institutions. It is essential to have some understanding of the method they used in learning in order to form an appropriate atmosphere for teaching which helps students to attain their full potential (L. Smith, 2005, p.535). According to Biggs (1979,p.381), an approach and processes used by a student in the course of learning are related to the quality of his or her studying, this paper seek the purpose to find the 'what' and 'how' students learn (Ramsden, 1992, p.40). It is increasingly recognized that the learning strategies is associated with students’ motivation to study. Teachers are key actors who shape the learning environment (Eccles and Roeser 2011) and one of their most important tasks is to create a learning environment that enhances and sustains students’ motivation and engages students in learning. It seems accepted that learning requires the availability and use of precise strategies. This availability necessarily involves motivation, it also involves the learning concept the student maintains, as well as how he addresses it (learning approaches) (Salim, R. 2006). A student is driven to work on a certain task if there is a motivation to do such. This includes learning styles and their motivation to learn. The term “learning styles” indicates that each student learns differently. Technically, an individual’s learning style refers to the preferential way in which the student absorbs, processes, comprehends and retains information. In order to maintain the attitude towards learning, students must sustain a task-oriented outlook in studying, which is linked with deep-level learning. Two wide approaches to learning, 'deep' and 'surface', have reliably arise in the field of research, with a deep approach apparently leading to a better results, thus, this measured the needed approach for students. It is important for teachers to identify the student approaches to learning since they are not permanent and is predisposed to external influences, particularly the learning atmosphere. Therefore, as claimed by Biggs, Kember and Leung, “an approach to learning describes the nature of the relationship between, student, context and task” (2001, p.137). Having the familiarity of their students’ approaches to learning, teachers can apply strategies that encourage deep learning. It is through understanding learning styles and their motivation that an educator could simplify, construct, and validate effective learning for all students (Guild and Garger 1998). When teachers taught students using their preferred learning styles, they demonstrate increased academic achievement, improved attitudes toward instruction and better discipline as compared when they are taught using their non-preferred styles (Dunn and Griggs, 1992). Therefore, teachers must be able to identify their students’ learning styles in an effective manner to create benefits and improved content knowledge. After these learners have been identified, teachers will be able to teach the students’ styles, and students’ learning will reflect on their academic performance. There is increase recognition in education theory and classroom management strategy about the concept of individualized learning styles. Individual learning styles vary on cognitive, emotional and environmental factors, as well as one’s prior experience. It is essential for educationalists to recognize the differences in their students’ learning styles in order to apply best practice strategies into their daily activities, curriculum and assessments. T T