Abstract:
Within educational research, the student learning approaches and reflective thinking are increasingly being recognised as cognitive factors in the prediction of student academic performance in higher education. From this theoretical perspective this study reports the results of a study involving real estate students using the Revised Study Process Questionnaire (R-SPQ-2F), developed recently by Biggs et al. (2001) and the Reflective Thinking Questionnaire (RTQ) developed by Kember et al. (2000) to investigate their learning approaches – deep and surface -, the four stages of reflective thinking and academic performance in one of the core real estate modules (property valuation).
