A CONCEPTUAL STUDY ON LEARNING APPROACHES OF UNDERGRADUATE COMMERCE AND MANAGEMENT STUDENTS IN SELF-FINANCED AND GRANT-IN-AID COLLEGES
DOI:
https://doi.org/10.69980/7ep2af38Keywords:
Learning Approaches, Commerce Education, Self-Financed Colleges, Grant-in-Aid Colleges, Higher Education, Deep LearningAbstract
This study presents a conceptual analysis of learning approaches among undergraduate Commerce and Management students in self-financed and grant-in-aid colleges. In the contemporary higher education landscape, learning effectiveness is not only determined by curriculum design but also by the approaches students adopt in acquiring knowledge. The study explores surface, deep, and strategic learning approaches and examines how institutional structures influence these learning behaviours. Drawing upon existing literature, the paper highlights that self-financed colleges, characterized by market-driven policies and resource variability, often encourage surface learning tendencies, whereas grant-in-aid colleges, supported by government funding and structured academic environments, tend to foster deeper learning engagement. The study also identifies key determinants of learning approaches, including teaching methodologies, institutional environment, resource availability, and student-related factors. Further, it discusses the implications of learning approaches on academic performance, skill development, and employability in the field of commerce and management education. The paper concludes that learning approaches are significantly shaped by institutional context and emphasizes the need for student-centered pedagogy, enhanced academic resources, and experiential learning practices to promote deep and meaningful learning outcomes.The study suggests scope for further empirical investigation into institutional and socio-economic influences on student learning behaviours.
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