PREFERENCE OF MATHEMATICS LEARNING STRATEGIES BASED ON GENDER
Keywords:Preferred learning strategies, cognitive strategies, resource management strategies, gender, mathematics
This paper highlights the differences between boys and girls in their preference regarding learning strategies in mathematics. The study was conducted through a multistage sampling procedure with grade IX students in Nepal, 652 boys and 742 girls. The author adopted a mix method sequential explanatory design using a questionnaire, observations and interviews. The result shows that boys and girls have significant difference in their preferred learning strategies. Boys preferred elaboration, effort management and critical thinking strategies whereas girls preferred peer learning, help seeking and rehearsal strategies.
I. Chang, Y. –C. (2010). Students’ perceptions of teaching styles and use of learning strategies. Masteral Thesis, University of Tennessee.
II. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods. approaches. New Delhi: SAGE Publications India Pvt. Ltd.
III. Ernest, P. (1996). Popularization: myths, mass media and modernism. In A. Bishop, Ed., The International Handbook of Mathematics Education, 2, 85-817, Dordrecht: Kluwer Academic.
IV. Fennema, E. L., & Peterson, P. (1985). Autonomous learning behavior: A possible explanation of gender-related differences in mathematics. In L.C. Wilkerson & C.B. Marrett (Eds.), Gender influences in classroom interaction, (pp. 17-35). New York: Academic Press.
V. Grieb, A. (1982). A primary school impediment to mathematics equity: Case studies in rule-dependant socialization. University of Illinois, Champaign-Urbana: Committee on Culture and Cognition.
VI. Mathema, K. B. & Bista, M. B. (2006). Study on student performance in SLC: Main report. Kathmandu: Ministry of Education and Sports, Education Sector Advisory Team.
VII. Oxford, R., Lavine, R. Z., Felkins, G., Hollaway, M. E., & Saleh, A., (1996). Testing their stories: Language students use diaries and recollection. In: R. Oxford, ed. Language learning strategies around the world: cross-cultural perspectives. Honolulu: University of Hawai'i: second language teaching and curriculum center, 19-34.
VIII. Pintrich, P. R., Smith, D. A. F., & Mckeachie, W. J. (1989). A manual for the use of the
IX. motivated strategies for learning questionnaire (MSLQ). Mich: National center for Research to improve Postsecondary Teaching and Learning (NCRIPTAL), School of Education, The University of Michigan.
X. Protheroe, N. & Clarke, S. (2008). Learning strategies as a key to student success. Principal, 88(2), 33-37.
XI. Rogers, P. L. (1995). Breaking the gender barrier in the physical sciences, Educational Leadership, 55, 58-60.
XII. Schumaker, J. B., & Deshler, D. D. (1984). Setting demand variables: A major factor in program planning for LD adolescents. Topics in language disorders, 4, 22-44.
XIII. UNESCO (2005). Girls in science and technology education: A study on access, participation, and performance of girls in Nepal. UNESCO Kathmandu Series of Monographs and working Papers: No 4. Kathmandu: UNESCO.
How to Cite
Copyright (c) 2021 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.