Students differ in the way they approach learning and how they prefer to learn new material. Student learning characteristics have been identified as a student7 s learning style. This study examined: 1) differences in learning style between males and females, and 2) consistency of learning style similarities and differences between males and females at three grade levels. Males and females in grades 5, 8, and 11 completed the Canfield Learning Styles Inventory (Canfield and Knight, 1988), a 30 item questionnaire which assesses student preferences for different learning Conditions, Modes, and Areas of Interest. Student responses to 16 scales were compared according to gender and grade level. The sample included 78, 5th grade students, 74, 8th grade students, and 143, 11th grade students. Approximately 50% males and 50% females comprised the sample at each grade level. All respondents were drawn from a suburban public school district in Western New York. Findings indicated that males and females differed in their preferences for learning conditions and areas of interest, and some differences were consistent across the three grade levels sampled. In addition students were found to differ according to grade level in their preferences for different learning conditions and areas of interest. The findings have implications for school personnel in recognizing diversity among student needs in classrooms.

Library of Congress Subject Headings

Cognitive styles in children; Sex differences in education; Educational psychology; Learning, Psychology of

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Department, Program, or Center

Department of Psychology (CLA)


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Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LB1060 .Z55 1997


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