ASSESSING THE LEARNING-PROCESSES OF BLACK SOUTH-AFRICAN STUDENTS

Data based on responses of 126 male and 201 female 14- and 15-year-old Black South African secondary school students showed the Learning Pro cess Questionnaire (LPQ; Biggs, 1987) to be fairly reliable and factor ially valid. Comparison with the LPQ means for like-aged students from Australia and Hong Kong called into question the common assertion tha t Black South African students are more prone to use superficial learn ing processes than are Western students. In particular, the South Afri can responses to the LPQ indicated that they were less shallow and mor e oriented toward achievement in their approach to learning than the A ustralian students were.