Relationship between Gender, Subject Preference and Learning Styles

Suprihadi, Suprihadi; Rokhayani, Atik

doi:10.24167/celt.v16i2.583

Cited by 2 publications

(3 citation statements)

References 4 publications

(10 reference statements)

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“…We found out that there was no statistically significant difference in learning styles between male and female students (p-value = 0.635). Our result has similar result with recent study by Yemane et al [17] and Gunes [18] which are also found that there was no significant difference in learning style preferences between the two gender. As comparison, learning styles differences also not found in other major such as in linguistic students [20,21,22].…”

Section: Discussionsupporting

confidence: 92%

“…A number of studies have shown a relationship between gender and learning style preferences of the students. Since the past few years, there has been a renewed interest in studies related to gender differences among students in higher schools in both in the world and Indonesia [15,16,17,18].However, this issue has been debated many times in the literatures is whether gender difference may affect an individual's preferences in learning [17,22]. Therefore, study about gender difference in learning styles also became our concern in this study.…”

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confidence: 99%

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Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

2019

International Journal of Humanities, Social Sciences and Educat

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Learning style falls into the categories of dispositional qualities and characteristic versions where there are dissimilarities across individuals but there are groupings of individuals who have similar learning style characteristics. Coffield, Moseley, Hall, and Ecclestone have been identified at least 71 learning styles models have been found [1]. Among them, there are six well-known and widely available instruments commonly used by researchers such as learning styles by Kolb, Gregorc, Felder-Silverman, Fleming, and Dunn and Dunn as well as the Entwistle and Tait Revised Approaches to Studying model [2]. Flemming and Mills [3] described the dissimilarities in learning approaches for the four VARK Learning Styles. Students with a V preference learn best by seeing or observing (drawings, pictures, diagrams, demonstrations, etc.). Learners that prefer A are best suited to learn by listening to or recording lectures, discussing material, and talking through material with themselves or others. R-type learners learn through interactions with textual materials. K-style learners perform best by using physical experiences: touching, performing an activity, moving, lessons that emphasize doing, and manipulation of objects. Student learners are capable of using all of these sensory modes of learning; however, each individual has a unique preference, or set of preferences, in which one mode is often dominant [1]. Learners with a single learning style preference are referred to as unimodal, whereas others preferring a variety of styles are known as multimodal. Of the multimodal learners, there are sub classifications for bi-, tri-, and quadmodal learners, who prefer to use two, three, or four styles, respectively. Flemming VARK's instrument has been widely used in many research across field. Valerdy et al. [4] has listed several benefits why VARK questionnaire chosen, such as: (1) VARK has been documented by researchers outside of the group that originated it, providing valuable information and lessons learned from applying it to measure learning preferences in different disciplines; (2) VARK

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Section: Discussionsupporting

confidence: 92%

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confidence: 99%

Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

2019

International Journal of Humanities, Social Sciences and Educat

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“…Furthermore, the farthest distance is used by male-male stranger within social level (3.7 m), whereas the closest distance is used by female-female non-strangers in distance less than 0.46 m. In addition, as seen in the figure 4, female-female nonstranger interaction also applies physical contact that is hand-holding. As Suprihadi & Rokhayani (2016) and Pasaribu & Kadarisman (2016) add that there is a difference in male and female in learning as well as in interacting socially-verbally and non-verbally.…”

Section: Figure 8: Proximity Between Female-female Non-strangersmentioning

confidence: 99%

An Investigation of Proxemic Behavior among Acehnese in Public Places

Setiyana

Ismail

Rahma

et al. 2018

celt

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It is assumed that Acehnese do not make use of personal space during interactions. This study aims to investigate the proximity levels used by Acehnese people when communicating with other people. The observation approach was used to collect data with people who were in natural interaction in public places as the participant. The data were pictured and kept anonymous in regards of ethical codes maintained in research. The results show that there are three conditions obtained from this study. First, mostly, Acehnese people use intimate level of proximity, which is less than 0.46 meter eventhough when they are interacting with strangers. However, this condition only applies if the interactions taking place is male-male interactions or female-female interactions. Second, in a condition where the stranger interaction is male-female, the proximity employed by the people is in the level of personal—which is 1.2 meter. Lastly, men maintained farther distance compared to women. In conclusion, the farthest proximity level that Acehnese applied was social level (1.2 m to 3.7 m); yet, the main influencing factor is genders.

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Relationship between Gender, Subject Preference and Learning Styles

Cited by 2 publications

References 4 publications

Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

Gender Differences in Learning Style Preferences among Eleventh Grade Science Major High School Students

An Investigation of Proxemic Behavior among Acehnese in Public Places

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