Approaches to Learning Questionnaire: Checking Context-specificity

Abstract

Students’ Approaches to Learning (SAL) have been widely assessed using a range of established instruments. In the early phase of the current research conducted in the Democratic Republic of Congo (DR Congo), one of the well-known classical instruments was employed. However, the results indicated concerns regarding its validity and reliability within the Congolese context. This prompted the development of a more contextually appropriate tool. As a result, the Approaches to Learning Questionnaire (ALQ) was specifically designed for use in the DRC. While the ALQ was tailored to reflect local educational realities, its core dimensions remain closely aligned with widely recognized constructs in the broader SAL literature. This conceptual alignment suggests that the ALQ may have broader applicability beyond its original context. To explore this potential, the current study examines the psychometric properties and validity of the ALQ within a Belgian educational setting. By evaluating its structural integrity, reliability, and construct validity, this research aims to assess the ALQ’s transferability and its potential as a robust instrument for measuring students’ learning approaches across diverse educational environments.