Deep Approaches to Learning, Student Satisfaction, and Employability in STEM

Abstract

This study examines the link between deep approaches to learning (DAL) and undergraduate senior students’ employability skills and perceived satisfaction in STEM fields in the United States. DAL, comprising higher-order (HO) and reflective/integrated (RI) learning constructs, enhances the understanding of real-world applications and promotes reflective thinking about individual ideas in broader contexts. HO activities focus on analyzing, synthesizing, and applying new information in practical scenarios such as internships, classroom discussions, and presentations. RI activities involve integrating existing knowledge with new ideas. The efficacy of DAL in improving student outcomes including employability and satisfaction skills was investigated using Structural Equation Modeling (SEM), which included a Confirmatory Factor Analysis (CFA) to measure observed variables associated with the four latent factors (HO, RI, student satisfaction, and employability skills), followed by structural analysis to explore the relationship between these latent factors. Data from 14,292 senior students surveyed by the National Study of Student Engagement (NSSE) in 2018 were analyzed. The results indicated a significant positive effect of DAL on students’ satisfaction and perceived employability skills, underscoring its importance in higher education for STEM students. These findings can guide higher education institutions (HEIs) in focusing on DAL activities for meaningful learning outcomes and enhanced critical thinking.