Do Different Learning Strategies Affect Women and Men Differently in Their Learning?

Autor/in	Wang, Nina
Titel	Do Different Learning Strategies Affect Women and Men Differently in Their Learning?
Quelle	(1998), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Analysis of Covariance; Cognitive Ability; Cognitive Development; Females; Graduate Study; Higher Education; Learning Strategies; Sex Differences; Transfer of Training + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Denkfähigkeit; Kognitive Entwicklung; Weibliches Geschlecht; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sex difference; Geschlechtsunterschied; Training; Transfer; Ausbildung
Abstract	A study used encapsulation and integration strategies to determine the effect of different learning strategies on transfer of learning. The instrument consisted of three forms with four parts each. Each form assessed a different learning strategy: encapsulation, integration, and the participant's own learning strategy. The functions for each of the four parts were knowledge acquisition prestrategy, practice learning strategy, knowledge acquisition post-strategy, and transfer of learning. Participants were 113 students from 8 intact graduate classes in the College of Education at a major southwestern university. Their ages ranged from 22-66 years. Two analyses of covariance (ANCOVA) were used to test the difference in the group effects from the three learning strategies as affected by gender: one for the concept acquisition task and another for the learning transfer task. ANCOVA test results for knowledge acquisition showed a significant two-way interaction between the strategies and genders in the knowledge acquisition; ANCOVA test results for transfer of learning showed no significant interaction. Although the transfer of learning results showed no significant interaction, the pattern of the results seemed to support Iaccino's (1993) suggestion that females were hindered by encapsulation strategy (their nonpreferred strategy), while males were hindered by integration strategy (their nonpreferred strategy). (Appendixes contain 16 references and the instrument.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01