One of the main factors influencing the quality of learning and therefore the success of students are the Student Approaches to Learning (SALs). They are the why (the motivation) and the how (the strategy) of learning. This transversal study was conducted for the first time in a Moroccan open access university context. Using our validated Arabic version of the revised two-Factor Study process questionnaire (R-SPQ-2F), the aim of this study was first, examining the overall SALs (Deep Approach, DA and Surface Approach, SA) among a tertiary context in Morocco. Second, assessing and examining the variance of DA and SA scores when related to two personal factors, namely gender and study levels. This study was conducted within the Faculty of Science Dhar El Mahraz (FSDM) belonging to the University Sidi Mohammed Ben Abdellah – (Fez- Morocco) among 300 Moroccan students (138 females) enrolled in different programs across three levels of study (2ed, 4th and 6th Semester). An ANOVA and a t-test were performed. The results showed a significant difference between the two factors. In conclusion, the use of SALS in teaching evaluation is important for the university community to promote the factors influencing deeper learning. Other factors must therefore be explored.
Keywords: Deep Approach, Gender, SAL, Surface Approach, study level.
