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s Questionnaire (LPQ) and its sub-component, the Student Process Questionnaire (SPQ) added a third learning approach apart from surface/deep learning approach, called achieving approach. The achieving approach is based on the ego enhancement and cue-seeking behavior that gains from visibly obtaining highest grades. This kind of approach is focusing on the recognition came out of top performance (Biggs, 2001). It is less attributed to personality traits and is more closely related to situational factors. However, it has considerable potential for an overlap with deep learning, giving rise to a Deep-achieving hybrid (Biggs, 1987).

According to Biggs (1987), he defined the approaches to learning as 'a composite of a motive and an appropriate strategy' (p. 10). Motives are the reasons why students undertake the tasks, and strategies are the methods used by students to obtain their goals or fulfill their motivation for learning. Therefore, the combination of the motives and corresponding strategies forms one of three approaches to learning, as figure1 explains in details. Biggs (1987) also suggested that the identical usage of both students' motive and strategy is significant to their conceptions of learning and overall attitude towards future learning. For example, a student has achieving motives; however, using the surface strategies, will not have satisfactory learning outcomes.

Approach
Motive
Strategy
Surface
Approach
Surface Motivation is instrumental: main purpose is to meet requirements minimally; a balance between working too hard and failing.
Surface Strategy is reproductive: limit target to bare essentials and reproduce through rote learning.
Deep
Approach
Deep Motivation is intrinsic: study to actualize interest and competence in particular academic subjects.
Deep Strategy is meaningful: read widely, interrelate with previous relevant knowledge.
Achieving
Approach
Achieving Motivation is based on competition and ego-enhancement: obtain highest grades, whether or not material is interesting.

Achieving Strategy is based on organizing one's time and working space: behave as 'model student'.

Figure1. Motive and strategy in approaches to learning and studying

(Biggs, 1987, p.11)

A System Model of Teaching and Learning

As approaches to learning are one portion of the teaching-learning system, they need to be placed in a key position of the system as a whole. Therefore, Biggs (1993, cited in Biggs, 1996, 2001) attempted to represent an interactive system from students' perspective by creating a model so-called presage-process-product, or 3P model (see Figure2). This model has undergone many semantic changes in the last several decades, for instance, the presage factors used to referred to as personal and situational, more recently have labeled as student factors and teacher context (Biggs, 1999, cited in Biggs, 2001). The 3P model provides a useful context for understanding the importance and function of approaches to students' learning; it reflected the evolutions of Biggs's conceptualization of approach to learning (Biggs, 1987).

Figure2. The 3P model of teaching and learning (Biggs, 1996, p. 51)

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