The Relationship between Learning Styles, Gender and Learning Outcomes

Autor/in	Marantika, Juliaans Eliezer Ruland
Titel	The Relationship between Learning Styles, Gender and Learning Outcomes
Quelle	In: Cypriot Journal of Educational Sciences, 17 (2022) 1, S.56-67 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Cognitive Style; Gender Differences; Correlation; German; Second Language Instruction; Teacher Education Programs; Language Teachers; Preservice Teachers; Personal Autonomy; Multisensory Learning + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Geschlechterkonflikt; Korrelation; Deutscher; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Individuelle Autonomie; Sensorische Stimulation
Abstract	This research is based on the fact that many lecturers have difficulty determining the proper strategy to improve learning outcomes in heterogeneous classes. This research aims to identify students' learning styles from the gender perspective and describe the related learning strategies to support the learning process. The method used in this study is the descriptive research design. Primary data were collected using questionnaires. The sample comprised 30 German students in the second semester (15 male and 15 female students), who were randomly selected. The results indicated that, overall, there was a correlation between learning styles, gender and learning outcomes. According to the research findings, it can be concluded that learning style and gender can contribute to the learning outcome, especially language skills of the students. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: https://un-pub.eu/ojs/index.php/cjes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01