Gender Differences in The Preferred Learning Styles Among STEM Undergraduates in Learning ESL

Abstract

The identification of distinct learning styles among males and females is a key in successful learning in ESL. The present study aims to understand gender-based differences in the learning styles in ESL at the tertiary level using data acquired via questionnaire from sixty undergraduates. Results showed majority of both male and female were active learners. Therefore, it is recommended to facilitate active learning preferences through group-work, and practical activities with minimal note-taking tasks. Moreover, female and male populations predominantly consisted of visual learners (over 90%). Male preferences for visual stimuli were considerably significant, but they were not prominent to the extent of disturbing internalization of concepts among female students. Hence, it is suggested to use visual aids to facilitate both genders while understanding the dominant preference of male students. 63% of male students were sensors while 60% of female students were intuitors. Thus, it is recommended to cater to male students through provision of new information and discovery under unchallenging conditions while providing female students with creative thinking opportunities. Both gender included a similar composition of sequential learners (60%) and global learners (40%) confirming the necessity of a systematic order to be implemented in the delivery plan for both genders. The findings of this study will assist educators to employ the most effective methods in the ESL classroom, catering to the preferred learning styles resulting from gender differences.