Abstract
The importance of understanding student learning preferences is well established in the literature. Using qualitative methodology, this study examined learning through the eyes of 20 high-achieving female students enrolled in single-sex and coeducational secondary schools. Learning and success in school was described by the participants as the result of taking an active stance toward the material and understanding their style preferences, which included an inclination for learning within contexts and a tendency to study alone. Implications for classroom practice are included.
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