Testing the hypothesis that the deep approach generates better academic performance
Students’ Approaches to Learning (SAL) theory assumes that the deep approach generates better academic performance when compared to the surface approach. This study tests this hypothesis, using a randomized experimental design of pre- and post-test case-control. Students in a discipline of a biology course were randomly allocated to the experimental and control groups. The experimental group carried out a pedagogical activity which aimed to mobilize the deep approach, while the control group performed a mobilizing activity with a surface approach.