Gender Related Learning Style Patterns of Middle School Pupils

Abstract

Women's development has emerged as a fairly recent area of research. The learning style model has been tested extensively in the areas of teaching and learning. Yet empirical studies in the area of gender related preferences are limited and contradictory. The focus of the present study was to investigate learning style differences which may be a function of gender characteristics. Of the 211 subjects in the present study, which used the middle school as its context, 108 were males and 103 were females. Subjects were administered the Learning Style Inventory and discriminant analysis was conducted to determine if there were significant between-group differences in learning style. Six of the twenty-two variables significantly discriminated between the male and female group. Implications of the study were discussed.