This paper reports the findings of a survey conducted to investigate how a cohort of geography undergraduates approach learning. The learning approaches they adopt and how their perceived confidence 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' confidence levels in their ability to study and learn improved, they became increasingly instrumental in their approach to learning.
Journal of Geography in Higher Education
Volume 25, 2001 - Issue 1
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