The Open UniversitySkip to content
 

A gender comparison of contextualised study behaviour in higher education

Meyer, J. H. F.; Dunne, T. T. and Richardson, John T. E. (1994). A gender comparison of contextualised study behaviour in higher education. Higher Education, 27(4) pp. 469–485.

DOI (Digital Object Identifier) Link: https://doi.org/10.1007/BF01384905
Google Scholar: Look up in Google Scholar

Abstract

The present study examines the manifestation of structural differences in the manner in which men and women students perceive and engage the content and context of learning. These differences are explored, and shown to be consistent, within a hierarchy of progressively more complex conceptual models of student learning. Conclusions are that structural gender variation differences emerge in terms of deep/strategic rather than surface, forms of learning behaviour: men students distinctively manifest and qualify deep/strategic learning behaviour in terms of operation and comprehension learning styles, while women students integrate these styles in a manifestation of style versatility that is clearly organised and not achievement motivated. An apparently separate female trait is distinguishable in terms of comprehension learning style and achievement motivation. It is argued that gender differences constitute a potentially important and neglected source of variation in student learning which, when detected in context, can and should be explicitly managed by academic practitioners.

Item Type: Journal Item
ISSN: 0018-1560
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 49812
Depositing User: John T. E. Richardson
Date Deposited: 29 Jun 2017 12:12
Last Modified: 07 Dec 2018 10:52
URI: http://oro.open.ac.uk/id/eprint/49812
Share this page:

Metrics

Altmetrics from Altmetric

Citations from Dimensions

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU