Dissonance detected by cluster analysis of responses to the approaches and study skills inventory for students

The Approaches and Study Skills Inventory was completed during 1999-2000 by 4138 students variously at an ancient university, a post-1992 university and a teacher training college in Scotland. Responses were analysed by k-means cluster analysis. In stable clusters, members of which were collectively located close to (but not at) the lower end of the academic standing spectrum, relatively high scores occurred for responses on conceptually mutually incompatible deep and surface/apathetic subscales. Similar stable, conceptually problematic cluster subscale scores were seen when learners were grouped into subsets on the basis of discipline of study. The results suggest that small numbers of poorly attaining learners using dissonant study methods occur in a variety of educational settings. These learners are distinct from those lowly attaining ones who unabashedly use surface methods of studying and have low academic aspirations.