There are various forms of learning, and different learners apply different learning processes to organize learning. Approaches to learning describe what learners do when they are learning and why they should do it. The basic distinction is between a Deep approach to learning (Holistic way) and a Surface approach to learning (Atomistic way). These concepts having been developed in the 1970s and 1980s are now well-established in the higher education literature. In the deep approach to learning (learning with understanding), learners aim towards understanding that allows them to use and reuse the information in a variety of situations. In a surface approach to learning (rote learning), learners primarily memorize material for the tests and exams so that they can pass assessment. There are some factors which influence student learning including perception of the learning situation, background, prior knowledge and experience, motivation, role of teachers and educational context. In this paper, the investigators have focused on the reasons as to why most of the learners apply the surface approach to learning rather than the deep approach. For this purpose, the undergraduate students of a university in Saudi Arabia were chosen as participants in carrying out the study. Some suggestions are there in this paper for both teachers and students focusing on the role of good teachers who understand teaching, what it takes to learn, how to encourage and support deep approaches to learning.
