GENDER-GROUP DIFFERENCES IN THE LEARNING-BEHAVIOR OF ENTERING FIRST-YEAR UNIVERSITY-STUDENTS

This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying I nventory. The focus is on underlying dimensions of variation, that dis tinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in t heir final secondary school year. Such differences as emerge are only partially interpretable in terms of classic 'deep' or 'strategic' stru ctures. It is argued that gender-sensitive sources of variation, as ma nifested, are worthy of further investigation and are of potential str ategic value to university departments insofar as they are able to loc ate difficulties that students bring with them early in their undergra duate studies.