Gender Differences in Learning Styles at the Elementary Level

Dr S P Singh
Haridwar, Uttarakhand 249404 India

Abstract

This study explores the influence of gender on learning styles among elementary school students. In an era marked by increasing diversity in classrooms and pedagogical approaches, understanding how gender differences manifest in learning preferences can support educators in designing effective instructional strategies. The research analyzes various learning style dimensions, such as visual, auditory, and kinesthetic preferences, while considering social, emotional, and cognitive factors that contribute to differing academic experiences between boys and girls. Utilizing a mixed-method approach, the study collected quantitative survey data and qualitative observations from a sample of students across several elementary schools. Findings reveal that while both genders exhibit a mixture of learning styles, significant tendencies exist. Girls showed a preference for collaborative and verbal-based learning environments, whereas boys were more inclined towards visual and kinesthetic learning methods. Implications for classroom instruction are discussed, including recommendations for differentiated instruction and gender-responsive curriculum design. This research contributes to a deeper understanding of the role gender plays in shaping learning experiences at the elementary level, thereby helping educators foster more inclusive and effective learning environments.

Keywords

Elementary education; gender differences; learning styles; pedagogy; visual learning; auditory learning; kinesthetic learning; differentiated instruction

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