GENDER-RELATED LEARNING STYLE PATTERNS OF MIDDLE SCHOOL PUPILS

Women's development has emerged as a fairly recent area of research. T he learning style model has been tested extensively in the areas of te aching and learning. Yet empirical studies in the area of gender relat ed preferences are limited and contradictory. The focus of the present study was to investigate learning style differences which may be a fu nction of gender characteristics. Of the 211 subjects in the present s tudy, which used the middle school as its context, 108 were males and 103 were females. Subjects were administered the Learning Style Invent ory and discriminant analysis was conducted to determine if there were significant between-group differences in learning style. Six of the t wenty-two variables significantly discriminated between the male and f emale group. Implications of the study were discussed.