Comparing Cognitive Processing Patterns in Deep Learning and Surface Learning

Abstract

The present study aimed to compare cognitive processing patterns between students with deep learning and surface learning approaches in universities of Tehran. The present research employed a quantitative causal-comparative design. The statistical population included undergraduate students studying in universities of Tehran during the 2025–2026 academic year, from which 320 students were selected through convenience sampling. Participants were categorized into deep learning and surface learning groups based on their scores on the Revised Two-Factor Study Process Questionnaire. Data collection instruments included the Revised Two-Factor Study Process Questionnaire and the Information Processing Styles Questionnaire. Data were analyzed using IBM SPSS Statistics through descriptive statistics and multivariate analysis of variance. The results of multivariate analysis of variance indicated significant differences between deep learning and surface learning groups in cognitive processing patterns (P<0.001). Students with deep learning demonstrated significantly higher scores in deep processing, analytical processing, and elaborative processing, whereas students with surface learning obtained higher scores in surface processing. The largest effect size was related to surface processing, indicating that surface learners relied more heavily on rote memorization and non-analytical processing strategies. Furthermore, findings showed that deep learning was associated with meaningful information processing, conceptual analysis, and more advanced cognitive organization. The findings demonstrated that learning approach plays a significant role in the quality of students’ cognitive processing. Deep learning was associated with more advanced cognitive processing, conceptual analysis, and effective use of cognitive strategies, whereas surface learning was primarily characterized by limited and memorization-based processing. Therefore, designing educational environments focused on analytical thinking, self-regulated learning, and meaningful learning may improve students’ cognitive functioning and learning quality.