Girls exhibited significantly higher learning preferences than boys for visual means and agency support, with no significant gender differences for auditory or sensorimotor modalities¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learning-preference levels differed significantly by gender overall, F(4,300) = 5.40, p < 0.001, ηp2 = 0.07. → Oshra Aloni 2024 q2 i? Girls showed higher preferences than boys for visual means, F(1,303) = 8.40, p = 0.004, ηp2 = 0.03, and agency support, F(1,303) = 7.70, p = 0.006, ηp2 = 0.03; auditory and sensorimotor differences were not significant. → Oshra Aloni 2024 (2)

Evidence¶

Oshra Aloni 2024¶

Oshra Aloni, Michal Zion, Ornit Spektor-Levy. (2024). Students' voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies. Instructional Science. https://doi.org/10.1007/s11251-024-09666-8

q2 · i? · associational · r2

One-way MANOVA with gender as the independent variable and the four preference levels as dependent variables in the 305-student sample showed a significant overall gender difference, "F(4,300) = 5.40, p < 0.001, ηp2 = 0.07".

"The results of the MANOVA analysis indicated that the students' science learning preferences levels differed significantly by gender, F(4,300) = 5.40, p < 0.001, ηp2 = 0.07."

Oshra Aloni 2024 (2)¶

Oshra Aloni, Michal Zion, Ornit Spektor-Levy. (2024). Students' voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies. Instructional Science. https://doi.org/10.1007/s11251-024-09666-8

q2 · i? · associational · r2

Follow-up univariate tests in the same MANOVA found significant gender differences for visual means (F(1,303) = 8.40, p = 0.004, ηp2 = 0.03) and agency support (F(1,303) = 7.70, p = 0.006, ηp2 = 0.03); "girls exhibited higher levels of learning preferences for visuals and agency support than boys", with low-moderate effect sizes.

"The results revealed that girls exhibited higher levels of learning preferences for visuals and agency support than boys."

Discussion¶

Related Claims¶

• Science achievements correlated significantly and positively with preferences for visual, auditory, and agency-support means, but not sensorimotor means, with low coefficients — related
• In hierarchical regression, gender and LD status contributed 6.4% to science achievements, and auditory learning preference contributed a further significant 3.1% beyond them — related
• Middle school science students preferred all four learning modalities, with significantly higher preference for visual and sensorimotor means than for auditory means and agency support — related
• Cultural research found Australian Aborigines strong in spatial-visual processing and preferring informal learning strategies — related
• Students' preference levels for the four learning modalities were positively correlated, and cluster analysis separated a lower-preference group (135 students) from a higher-preference group (170 students) — related
• Science learning-preference levels did not differ significantly between students with and without learning disabilities — related