THE EFFECTS OF SURFACE AND DEEP LEARNING STRATEGIES ON ACADEMIC ACHIEVEMENT IN ENGLISH AMONG HIGH SCHOOL STUDENTS: DO IMPLICIT BELIEFS OF INTELLIGENCE MATTER?

Abstract

This research was designed to examine the direct effects of surface and deep learning strategies on academic achievement in English among Sudanese high school students, and the indirect effects of them on the entity and incremental beliefs of intelligence. A quantitative research methodology was used, such as questionnaires with 28 items to collect the data. There were a total of 392 participants; all of them are high school students in Sudan. The data was analysed using the SPSS V.22 and AMOS 23. The findings of the structural equation modelling show there is a direct and significant effect of deep learning strategy, and there is no direct effect of a surface learning strategy on academic achievement in English. Regarding the mediation roles, both entity and incremental beliefs of intelligence did not play mediation roles in the relationships whether between surface strategy and academic achievement or between deep strategy and academic achievement in English among Sudanese high school students. Explanations for these results, as well as implications and recommendations, are discussed subsequently.