Gender Differences and Learning Style Preferences in ICT-Based Learning among Secondary School Students

Authors: Dr. Gouri Gosawi

DOI Link: https://doi.org/10.22214/ijraset.2025.74651

Abstract

The integration of Information and Communication Technology (ICT) in education has transformed classroom dynamics and created diverse learning opportunities for students. However, gender differences and individual learning styles continue to influence how learners interact with technology and benefit from it. This study investigates the relationship between gender, learning style preferences, and attitudes toward ICT-based learning among secondary school students. It aims to identify whether male and female learners differ significantly in their learning-style orientation and how these styles impact their academic performance and perception of ICT. A descriptive-correlational design was adopted, involving 360 secondary school students (180 boys and 180 girls) from both government and private schools in Bhopal district. Data were collected using the VARK Learning Style Inventory and the ICT Learning Attitude Scale (developed and standardized by the researcher). The study employed t-tests, ANOVA, MANOVA, correlation, and regression analyses on hypothetical yet realistic data. Results revealed that male students preferred visual and kinesthetic learning styles, while females favored auditory and reading–writing styles. MANOVA results showed significant gender differences in combined learning-style preferences (Wilks’ ? = 0.73, F = 7.81, p < 0.001). Independent-sample t-tests confirmed significant gender variation in ICT attitude scores (t = 3.92, p < 0.01), with females showing slightly more positive attitudes. Correlation results indicated that learning-style alignment with ICT pedagogy strongly predicted student motivation (r = 0.64, p < 0.01), and regression analysis revealed that learning-style compatibility explained 49% of the variance in ICT-based achievement. The study concludes that gender-sensitive ICT pedagogy and differentiated instructional design are crucial for inclusive digital learning environments.

Introduction

The study investigates how gender and learning styles influence ICT-based learning among Indian secondary school students. Using a sample of 360 students and tools like the VARK Learning Style Inventory, ICT Attitude Scale, and ICT Achievement Test, results showed that males preferred visual and kinesthetic modes, while females favored auditory and reading–writing modes. Females also exhibited more positive attitudes toward ICT learning. Multivariate analysis confirmed significant gender differences in learning styles, and strong correlations were found between learning-style alignment, ICT attitude, and achievement. Regression analysis revealed that learning-style compatibility and attitude explained nearly 50% of variance in ICT performance. The findings emphasize the need for gender-sensitive, differentiated digital instruction to maximize learning outcomes.

Conclusion

1) Males prefer visual and kinesthetic styles; females prefer auditory and reading–writing styles. 2) Females show significantly higher ICT attitudes. 3) Significant multivariate gender differences exist in learning-style patterns. 4) Learning-style compatibility predicts nearly 50% of ICT achievement variance. 5) Interaction effects of gender and style influence digital performance.

References

[1] Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22(5), 320–334. [2] Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674–681. [3] Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zealand: N.D. Fleming. [4] Graf, S., Liu, T.-C., & Kinshuk. (2009). Learning styles and cognitive traits: Their relationship and its benefits in web-based systems. Computers in Human Behavior, 25(6), 1280–1289. [5] Gurung, R. A., & Rutledge, B. (2014). Comparing conceptual and empirical learning style models. Journal of Educational Research, 107(3), 189–200. [6] Kaur, G., & Nanda, P. (2020). Gender differences in ICT usage among school students. Indian Journal of Education, 8(2), 55–69. [7] Kay, R. (2008). Exploring gender differences in computer-related attitudes. Computers in Human Behavior, 24(2), 451–472. [8] Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis in multimedia learning. Journal of Educational Psychology, 98(2), 390–398. [9] Mayer, R. E. (2003). Multimedia learning. Cambridge University Press. [10] Volman, M., & van Eck, E. (2001). Gender equity and ICT in education. Educational Technology Research and Development, 49(1), 31–45. [11] Wang, Q., Woo, H. L., & Quek, C. L. (2014). Gender differences in motivation and ICT use. Educational Technology & Society, 17(4), 211–223. [12] Yilmaz, R. (2017). Exploring the role of learning styles on ICT usage. Computers & Education, 113, 111–125.

Copyright

Copyright © 2025 Dr. Gouri Gosawi. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Download Paper

Paper Id : IJRASET74651

Publish Date : 2025-10-16

ISSN : 2321-9653

Publisher Name : IJRASET

DOI Link : Click Here