Assessing Approaches to Learning in Non-western Cultures: a Nepalese conceptual validity study

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Abstract
The focus of this research was a conceptual analysis of the network of constructs thought to surround students ' approaches to and conceptions of learning. The subjects were 45 Nepalese Master 's students. Analysis of in-depth interviews indicated that few of these students had beyond a very low level of insight into their learning processes, typically utilised superficial surface learning strategies, and achieved low-level learning outcomes. These findings cast doubt on the construct validity for Nepal of western learning process questionnaires which had suggested that such students had relatively deep-level approaches to learning.

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