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        Differences in regulation and efficiency of learning between traditional and non-traditional students Physiotherapy

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        Bachelorthesis, Agricola, BT-3458881 en Blind, P-3447898 en Traas, E-3447901.pdf (767.5Kb)
        Author
        Agricola, B.T.
        Blind, P.
        Traas, E.
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        Summary
        The aim of this study was to research in which aspects of regulation of learning the traditional and non-traditional students, attending the Bachelor of Health study programme of Physiotherapy at Avans University of Applied Sciences, differ and if non-traditional student learn more efficient than traditional students. Significant differences between traditional students (enter higher education for the first time and are younger than 24 years) and non-traditional students (are 24 years or older and have specific reasons to enter higher education), were identified on 13 of the 16 MSLQ-ILS scales. On the Rehearsal scale the traditional students score significant higher than non-traditional students. From the 16 scales, 12 scales were found significant different in favour of non-traditional students. Non-traditional students are more able to regulate their learning than traditional students in the areas of cognition, motivation, behaviour and context. Non-traditional students scored significantly higher on performance on a multiple-choice Physiotherapy test. They scored a non-significant lower mental effort during the test than traditional students. The efficiency of learning was found significantly higher in favour of non-traditional students. It can be concluded that non-traditional students learn more efficient than traditional students.
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        https://studenttheses.uu.nl/handle/20.500.12932/38110
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