Abstract:
The study examined the mediating role of students’ aspiration in the relationship between the stakes of university examination and students’ learning approaches in the University of Cape Coast. The study was carried out using the descriptive cross-sectional survey design. The target population was undergraduate students. Through a multi-stage sampling technique, questionnaires were administered to 758 regular undergraduate students, however 680 of the administered questionnaires were returned. The data collected were analysed using multivariate, t-test, and one-way ANOVA/Welch analyses. A simple mediation analysis was also conducted with Hayes’ PROCESS, using bootstrap samples. It was found that the stakes attached to university examination was a significant positive predictor of deep learning approach, surface learning approach, and strategic learning approach. It was further revealed that students’ aspiration mediated the relationship between the stakes of university examination and (a) deep learning approach, as well as (b) strategic learning approach, but not surface learning approach. The study also discovered that, the stakes attached to university examinations were higher for first year students compared to second, third and fourth-year students. It was concluded that students’ aspiration plays a major role in the adoption of the various learning approaches. Parents, academic advisors, as well as lecturers of the University of Cape Coast are therefore encouraged to roll out intervention programmes such as student mentoring, that will assist students develop high aspirations regarding their educational and occupational goals.
