EXAMINING GENDER DIFFERENCES IN LEARNING STYLES AND INSTRUCTIONAL STRATEGIES IN IMO STATE'S TERTIARY TECHNOLOGY EDUCATION

Abstract

The study was carried out to ascertain the gender based instructional preferences and learning styles in technology education in Imo State Tertiary Institutions. Two research questions and two null hypotheses were raised and formulated respectively to guide the study. The study adopted descriptive survey research design. The population consisted of 50 students in technology education department in Alvan Ikoku Federal College of Education Owerri, Imo State. The population is manageable, hence no sampling. A structured questionnaire was used as instrument for data collection for the study. Three experts validated the instrument. The reliability of the instrument was established using Cronbach alpha method at coefficient of 0.80. Data related to the research questions were analyzed using mean and standard deviation while hypotheses were tested using t-test. The findings of the study revealed that males prefer learning activities involving practical and logistics while females preferred learning activities involving verbal and visual. The study therefore recommended that teachers should employ auditory and visual learning styles while teaching predominantly female students’ classes; teachers should make use of kinesthetic learning styles while teaching predominantly male students’ classes and teachers should employ face to face lecturing, self-directed reading, experimental learning and group discussion when teaching both male and female students.