Abstract
<p style="text-align: justify;">For biology students, the diversity, complexity, and abundance of content in this field yield a heavy study load. Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interest hold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In the present study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for biology learning. A total of 180 seventh through tenth grade students (Mage=14.47; SD=1.35; 60% female) from four general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use of learning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.</p>
Highlights
The use of learning strategies helps learners organise and maintain knowledge achievement, understanding, and longlasting learning in biology (Shen et al, 2018)
We found that gender and interest have an impact on the use of learning strategies in biology lessons
The girls reported a higher use of rehearsal, organisational, effort, and time management strategies in biology lessons
Summary
The use of learning strategies helps learners organise and maintain knowledge achievement, understanding, and longlasting learning in biology (Shen et al, 2018). Research on learning strategies often examines gender-related differences and the effects of interest on the use of learning strategies; the interdependencies of gender and interest on learning strategies have been scantily researched (McWhaw & Abrami, 2001; Soric & Palekcic, 2009; Ziegler & Dresel, 2006). When it comes to biology education, it is important to consider gender, interest, and the specifics of the subject area in order to better identify and understand which learning strategies learners use in order to gain insights into how they may be optimally fostered.
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