Magereza – Mitihani ya Darasa la Tano | Monthly – February 2026 | Download All Subjects
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The significance of “deep” approaches to meaningful learning is relevant to current debates about the need for teaching to adapt to learners’ varying learning styles or preferences. One aspect of this area of interest, related to recent developments in understanding the physical workings of the brain, as well as much older work, is the recognition that multi-sensory experiences, – e.g. hearing, seeing and feeling – simultaneously – can improve learning.
Such approaches were originally proposed for developing early reading skills by Orton (1937) and Gillingham and Stillman (1956) and have received experimental support in the findings of Charles Hulme (1981). However, claims for the benefits of multi-sensory approaches are often made at a general level or with particular emphasis on the motivating power of, e.g. audio-visual material, without addressing the issue of the meaningfulness of the learning, as defined above.
A deep strategic approach to studying is generally related to high levels of academic achievement, but only where the assessment procedures emphasise and reward personal understanding. Otherwise, surface strategic approaches may well prove more adaptive. Entwistle proposes parallel conceptions of understanding/learning and of teaching, both of which move from “surface” at one end of the spectrum to “deep” at the other. The implication is that the deep approaches to teaching and also to design of assessment tasks are needed to promote deep learning.
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