{'fraction_non_alphanumeric': 0.01901565995525727, 'fraction_numerical': 0.011185682326621925, 'mean_word_length': 5.438848920863309, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Teaching and Learning: Addressing the Gap through Learning Styles

Skogsberg and Clump (2003) have argued that there are major differences in the learning styles of students depending on the course they are undertaking. Hence, psychology students demonstrate a particular set of learning styles. It is vital to utilise these unique learning styles to address the needs of these students during the first-year level of higher education. Using the Biggs Study Process Questionnaire, we found that of the 319 psychology first-year students at the University of the Witwatersrand that participated, 175 demonstrated primarily surface learning. This finding was used to revise the first-year psychology tutorial programme, including assessments, in an attempt to facilitate deeper learning strategies. We discuss these initiatives and the major challenges that we have experienced in implementation.