GENDER DIFFERENCES IN MOTIVATION AND STRATEGY USE IN SCIENCE - ARE GIRLS ROTE LEARNERS

This study explored Ridley and Novak's (1983) hypothesis that gender d ifferences in science achievement are due to differences in rote and m eaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidanc e), and learning strategies (active and superficial) in whole-class an d small-group science lessons. Overall, the results revealed few gende r differences. Compared with girls, boys reported greater confidence i n their science abilities. Average-achieving girls reported greater us e of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-c lass lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provid e little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self- reports of motivation and strategy-use patterns were more strongly rel ated to the student's ability level and to the structure of learning a ctivities (small group vs. whole class) than to gender.