This issue of CDTL Brief on Gender and Learning Styles discusses gender in the context of learning as well as the cultural and social issues surrounding it.
Email Editors |
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| How Do Male and Female Students Approach Learning at NUS? |
| Lim
Yuen Lie, Lisa-Angelique & Emil Cheong |
| Research Assistant, CDTL |
| The Study Process Questionnaire by John Biggs (1987) based on Marton & Saljo’s theory of deep and surface learners, operationalises approach to learning by measuring a student’s learning motive and strategy. Motive refers to the reason why students approach learning tasks and their studies, while strategy refers to the methods and habits they engage in to accomplish the task. Continue reading |
| Learning Goals and Styles by Gender—A Study of NUS Students |
| Associate Professor Weining C. Chang |
| Department of Social Work & Psychology |
| Do men and women learn differently? This seemingly simple question is very difficult to answer. This is because men and women are not only biologically different, but they are also brought up in different ways with different social expectations. As a result, men and women behave differently and such behavioural differences are reflected in academic aptitudes. Continue reading |
| Are Learning Patterns Different on Mars and Venus? |
| Caroline Brassard |
| Assistant Professor Public Policy Programme |
| “Have you ever wondered if different genders learned differently?” This was the third question on the mini-questionnaire I posed to my colleagues and students at the Public Policy Programme for the purpose of this article. Admittedly, I had never really wondered about the question myself. However, as a lecturer specialising in empirical analysis for public policy, the temptation to create a mini-database on gender and learning differences was irresistible. To my surprise, two thirds of the 28 respondents had thought about this question before and many other remarkable findings came out of the seven-question survey. Continue reading |