Gender and motivational differences in approaches to learning by a cohort of open learning students

Abstract

This paper examines the relationship between gender, motivational differences and students' approaches to learning—using a revised version of Biggs' (1987) study process questionnaire. Responses from 246 business students studying via open learning Australia provide data to develop a structural equation model. The model was subsequently examined for differences across gender groups. In the primary analysis, results suggest the same model is applicable to male and female students, however, there are significant differences both in the strengths of relationships and in the measurement models. Further investigation of differences within the models indicated there may be different learning strategies for male and female business students. Findings presented in this paper also challenge accepted wisdom with regard to questionnaire development, as researchers need to be sensitive to gender issues, both in the manner in which the questions are phrased and in the way the constructs are measured.