Male and female college students' learning styles differ: an opportunity for instructional diversification

College Student Journal, Sept, 2002 by Gabe Keri

Results

Chi-square statistic performed to compare males' and females' learning styles indicated that significant differences exist between males and females, [chi square] (8, N=585)=50.68612, p< .0000). More females than males demonstrate strong preferences for the social/conceptual learning style (27.1% to 13.0%). Females are more of the conceptual learning style type than males (12.3 % to 7.5 %). Further more females than males demonstrate a proclivity for independent/applied type (15.9% to 8.4%).

Regarding male preferences, more males showed preferences for social/applied learning style type (14.6% to 7.6%), applied (10.7% to 3.85%), and independent/Applied (10.4% to 4.3%) in accordance with Canfield's typologies. Results of the analysis are illustrated in Table 1.

Discussion

In general these results suggest that more males preferred applied learning style, whereas females', conceptual. The current results were consistent with the Pettigrew and Zakrajsek's (1984) finding that females preferred organization of course materials, copious reading assignments, and knowledgeable instructors, whereas more males preferred pragmatism in learning, or "hand-on" learning tasks. However, the results of the current study contradicted the results of other studies in which females demonstrated preferences for concrete experience and males, abstract conceptualization (Philbin, et al. 1995). Perhaps, it is plausible to suspect that differences in the results of studies on learning style of males and females reflect rather on fundamental definitional differences, respecting the foci of learning style instruments; that is, with respect to the areas of learning dimensions under examination. For example, where Philbin et al., used Kolb's definitions, the current study adapted Canfield's.

On the basis of Canfield's interpretations of his learning style categories, one could ask the question of why more females than males preferred conceptual learning style to applied. According to Canfield, conceptual learners tend to enjoy copious reading assignments, prefer organization of course materials, and instructors who are knowledgeable. Knowledgeable instructors, however, must be efficient and proficient users of language, and as equally versed in the subject of instruction. On the other hand, applied learners prefer "hand-on" experiences or assignments that applied to day-to-day activities.

The results of the current study presupposes that more females do not prefer "hand-on" learning tasks, or draw on their personal every-day life circumstances to inform their learning. For males, however, more males are not as organized, and do not prefer copious reading assignments, and perhaps indifferent to whether instructors are knowledgeable. For both student populations, effective instruction will be the one that anticipates the individual learning characteristics of students in a class.

Nonetheless, could it be inferred from males' pragmatic and sharing attitude about learning causes females to feel reluctant to share personal experiences that add to the subject of instruction?