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Gender Differences In Learning Style Preference Among Undergraduate Physiology Students
Author(s) -
Wehrwein Erica A,
Collins Heidi L,
DiCarlo Stephen E
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.5.a865-b
Subject(s) - kinesthetic learning , preference , psychology , learning styles , style (visual arts) , auditory learning , mathematics education , economics , history , microeconomics , archaeology
Students have learning style preferences including v isual (learning from graphs, charts, and flow diagrams), a uditory (learning from speech), r ead/write (learning from reading and writing), and k inesthetic (learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK ( V isual, A uditory, R ead/Write, and K inesthetic) questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a Physiology Capstone Laboratory at Michigan State University. It was hypothesized that males and females would have different learning preferences . 48 of the 86 students (55.8%, 24 males and 24 females) who returned the completed questionnaire voluntarily provided gender information. The responses were tallied and assessed for gender difference in learning style preference. 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the females, 4.2% preferred visual (V), 0% preferred auditory (A), 16.7% preferred printed words (R), and 33.3% preferred using their senses (K). In contrast, males were evenly distributed in preference with 4.2% preferring A, R, or K, while 0% preferred V. 45.8% of female and 83.3% of male preferred multiple modes of presentation (Female: 2 modes (12.5%), 3 modes (12.5%), 4 modes (20.8%); Males: 2 modes (16.7%), 3 modes (12.5%), 4 modes (54.2%). Male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches. This will be a significant challenge for educators.