Study-strategy use in learning from text. Does gender make any difference?

Authors: Slotte V.; Lonka K.; Lindblom-Ylänne S.

Source: Instructional Science, Volume 29, Number 3, May 2001 , pp. 255-272(18)

Publisher: Springer

Buy & download fulltext article:

Price: $47.00 plus tax (Refund Policy)

Abstract:

Two studies explored the existence of gender differences in spontaneous study-strategies use while learning from texts. In Study I, the Learning-from-text test (LFT), intended to measure deep-level text comprehension skills by high-school graduates, was about philosophy (n = 200) and in Study II about statistics (n = 487).

The results of two sets of data showed significant gender-associated differences in strategy use: female participants used overt study strategies, in particular notetaking more often than male participants. However, no differences between men and women in comprehending either statistical or philosophical texts were found. It was concluded that different study strategies more than gender differentiate the learning outcomes.

Keywords: gender differences; study-strategy use; text comprehension

Language: English

Document Type: Regular paper

Affiliations: 1: University of Helsinki, Finland

Publication date: 2001-05-01