Factors affecting bioscience students’ academic achievement

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Student perspectives on how different elements of constructive alignment support active learning (2021, result): “However, findings are contradictory, as several studies did not reveal relationships between the deep approach and academic achievement (Diseth, 2003, 2007a, 2007b; Gijbels et al., 2005; Rytkönen et al., 2012).”
Using a research instrument for developing quality at the university (2012, methodology): “Several studies have already been conducted, for example, concerning the factors that impede or enhance students’ study progress (Ruohoniemi & Lindblom-Ylänne, 2009; Rytkönen et al., 2012; Hailikari et al., 2012).”