Approaches to Learning: A study of first-year geography undergraduates

This paper reports the Žfindings of a survey conducted to investigate how
a cohort of geography undergraduates approach learning. The learning approaches they adopt and how their perceived conŽ dence levels change after one year in higher education are discussed. The students were exposed to a geography-based skills-development programme which emphasised a deep approach to learning. Results demonstrate that, although students’ conŽfdence levels in their ability to study and learn improved, they became increasingly instrumental in their approach to learning.