Teachers Perceptions of Gender Differences in Learning Styles in Pakistan

Tayyaba Mehmood

doi:10.7176/rhss/10-19-06

Abstract

The purpose of the study is to explore the preferred language learning styles of the undergraduate students based on their gender. In Pakistan, the traditional lecture method is most commonly used at the undergraduate level which is teacher centred (Hussain, Azeem & Shakoor, 2011), and does not account for the learner and learning style differences. The difference in learning styles varies from one individual to another; thus, influencing the overall language learning process and performance (Manochehr, 2006). The present study used a mixed method approach, with Kolb’s learning style model (1986) as the basis of the theoretical framework to determine individual learning styles. The sample of the study was selected through purposive sampling technique and comprised of 60 undergraduate students and 10 teachers who were teaching English to these students. Data was collected from the students studying English at the undergraduate level and their teachers by using survey questionnaire and semi structured interviews respectively. Data collected from the survey questionnaire and interviews was analysed in the form of descriptive statistics. The findings of the study confirmed that gender differences had a direct influence on the learning style preferences of the students. Moreover, both male and female students showed a tendency for Active Experimentation (AE) style of learning, indicating that they want to be actively engaged in their own learning process, instead of merely listening to the lectures being delivered in the traditional method. In addition, although the findings indicated that the teachers were aware of the differences in the learning styles based on gender, but their teaching practices did not account for the preferred learning styles of the students. These results can be further utilized to improve the teaching and learning styles for the students at the undergraduate students. Keywords: Learning styles, English Language learning, Gender differences. DOI: 10.7176/RHSS/10-19-06 Publication date: October 31 st 2020

Highlights

This section highlights the background for the present study, in addition to the statement of the problem
The teacher interviews served as a basis to draw generalizations on whether the teaching methodologies and strategies used by the language teachers were effective in providing appropriate explanations for the individuality and uniqueness of learning styles for a diverse group of students. 4.2.1 Individual Learning Styles When inquired about the differences in the learning styles of students, the teachers agreed that there were distinct and unique learning styles exhibited by their students in the language classroom
Effect of gender on learning styles When asked about the association of gender with learning styles of individuals, majority of the teachers reported that gender does have an effect on learning styles of the undergraduate students and that male and female students displayed different preferences towards learning processes

Summary

Introduction

This section highlights the background for the present study, in addition to the statement of the problem. It provides a description of the research objectives and questions, significance, scope and the delimitations that were considered for this research. Recent studies have found marked differences among the cognitive and linguistic abilities of both male and female language users (Pavlenko, Blackledge & Teutsch-Dwyer, 2011). This finding delineates the importance of revising the earlier reliance on Universal Grammar and Innateness theories by transforming the understanding of these ideas in the light of the contemporary research

Objectives

Methods

Results

Conclusion