Learning Styles across Gender and their Impact on Academic Achievement among Prospective Teachers

Abstract

The present study aims to study the impact of learning style with respect to Gender on academic achievement of prospective teachers. For this purpose, 150 samples were selected randomly from the College of Education in Madurai District. For this study, the Learning Styles Scale was developed and standardised by the investigator, and semester marks were taken as academic achievement. Descriptive statistical analysis was applied to find the mean score and standard deviation, and a p-value less than or equal to 0.05 was considered significant. A correlation analysis was used to find out the relationship between learning styles across Gender and academic achievement. It was found thatthere is a significant difference between male and female in Learning style and similarly, there is a significant difference in the dimension of Learning styles (Auditory and Kinesthetic) between Male and Female of prospective teachers.It also be found that, there is no significant difference in the dimension of Learning Style (Visual & Read/Write)between Male and Female of prospective teachers.  Moreover, it was also found that there is weak positive relationship between learning style across gender and academic achievement. The study recommends that learning styles be cultivated in their academic activities to become competent and make wise decisions in the future.