Form Four – Necta Timetable 2026 – National Exams | Ratiba ya Mtihani wa Taifa – Kidato cha Nne
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In the deep approach, the intention to extract meaning produces active learning processes that involve relating ideas and looking for patterns and principles on the one hand (a holist strategy – Pask, 1976, 1988 – see below), and using evidence and examining the logic of the argument on the other (serialist). Pask argued that each of us may have an inborn tendency to either holist or serialist approaches to learning, but that effective learners use both strategies in a versatile way. A deep approach also involves monitoring the development of one’s own understanding (Entwistle, McCune & Walker, 2000). In the surface approach, in contrast, the intention is just to cope with the task, which sees the course as unrelated bits of information which leads to much more restricted learning processes, in particular to routine memorisation.
Interviews with students on everyday studying drew attention to the pervasive influence of assessment procedures on learning and studying. They suggested the need for an additional category – strategic approach – in which the intention is to achieve the highest possible grades by using organised study methods and good time-management (Entwistle & Ramsden, 1983). This approach also involves monitoring one’s study effectiveness (Entwistle, McCune & Walker, 2000) and an alertness to the assessment process, aspects which are akin to metacognitive alertness and self-regulation (Vermunt, 1998; Pintrich & Garcia, 1994). Interviews with students suggest that strategic students have two distinct focuses of concern – the academic content and the demands of the assessment system. The interest in the content is typical of a deep approach, but the alertness to assessment requirements is typically strategic (Entwistle, 2000).