Gender Differences In The Learning Styles Of High And Low Achievers In Biology: Implications For Nigerian Education System

Students’ achievement in class is usually a product of various moderating variables, some of which are innate to the learner while, others may be demographically based. This study investigated gender-differences in the learning styles of high and low achievers in biology. Two research questions and three hypotheses guided the study. The study adopted ex-post facto research design. The sample consisted of 1062 biology students composed through multi-stage sampling technique. These were drawn from three out of the six educational zones in Anambra State. Empirical data were collated using a four-point Likert rating scale which was developed and validated by the researchers. Data analyses was done using frequency counts, chi-square statistics and a post hoc test, conducted through the Turkey/Kramer technique. Results of the study among others indicated that collaborative and independent learning styles were more pre-disposing to high achievement in biology unlike the dependent and avoidant styles which corroborated with low achievement. Again, female students fared better under collaborative technique while males performed better under independent learning styles. The need to foster a conducive and inclusive classroom environment for the learners, irrespective of gender was pointed out.