LEARNING STYLE AND ITS RELATIONSHIP TO GENDER AND AGE AMONG ELDERHOSTEL PARTICIPANTS

Abstract

Abstract The purpose of this study was to determine if learning style was related to gender and age among Elderhostel participants. This correlational design included 103 participants in the Laramie, Centennial, and Riverton locations of the Wyoming Elderhostel program. These participants completed Gregorc's Style Delineator, a measure of cognitive style. Data were analyzed by the techniques of analysis of variance and multiple regression to determine possible statistical significance and magnitude of significance. Results of the study indicated that gender was related to learning style in two out of the four component channels. Data indicated that males scored significantly higher on the Abstract Sequential channel than females, and women scored significantly higher on the Abstract Random channel than males. However, both genders scored highest on the Concrete Sequential channel. Age and learning style were not found to be related. Adult educators teaching similar populations should consider designing programs which are more concrete sequential in nature for both older men and older women. Females might benefit from approaches that are somewhat more abstract random than those for males. Instructors should be knowledgeable in learning style theory, should know their own learning style, and should be able to teach using a variety of styles.