Study-strategy use in learning from text. Does gender make any difference?

Two studies explored the existence of gender differences in spontaneous stu dy-strategies use while learning from texts. In Study I, the Learning-from- text test (LFT), intended to measure deep-level text comprehension skills b y high-school graduates, was about philosophy (n = 200) and in Study II abo ut statistics (n = 487). The results of two sets of data showed significant gender-associated differ ences in strategy use: female participants used overt study strategies, in particular notetaking more often than male participants. However, no differ ences between men and women in comprehending either statistical or philosop hical texts were found. It was concluded that different study strategies mo re than gender differentiate the learning outcomes.