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

Abstract

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.