Learning Styles of Male and Female Students of Nepal

ISSN: 2362-1303 (Paper) | eISSN: 2362-1311(Online)
JOURNAL OF ADVANCED ACADEMIC RESEARCH (JAAR) April 2017
Learning Styles of Male and Female Students of Nepal

Amrit Kumar Rai1 & Megha Raj Dhakal2
1
PhD Scholar, Mewar University, Rajasthan, India.
2
Associate Professor, Nobel College, Pokhara University, Nepal.
Corresponding Author
Amrit Kumar Rai
Email: [email protected]
ABSTRACT
Learning is natural phenomena starts with the birth; it is a gradual process of investigation of
new knowledge. Every creature has their own learning styles as their biological and social
nature. People have superior power to learn many things as they become interested. School is
one platform to learn many things for the students. School creates the learning environment but
learning style may be varied in student to student. The study aims to identify the learning styles
of male and female students of public and private school of Nepal. Primary data were collected
from Makwanpur, Chitwan, Gorkha and Dhading Districts among Chepang Community. The
study is done among the 368 students of four districts. The three types of learning styles: Visual,
Auditory, and Kinesthetic (VAK) model developed by Neil Fleming was used in field for data
collection. The result shows that there is no significant different between male and female
students regarding their learning styles. It indicates that achievement and performance of male
and female is similar. In Nepalese society, there are some gender differences in social
relationship. Still, in most of the society, daughters are given less priority for their growth and
development because of the patriarchal concept of society but the study has given the different
result than the general concept. It is shown that a daughter can give better result if she will get
better learning environment. The result has challenged the discriminatory gender relation in
society.
KEYWORDS
Auditory, Kinesthetic, Learning, Visual
INTRODUCTION
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When we talk about the male and female

then automatically it creates the concept of
gender relation. Natural phenomena and
socio-cultural life is made because of the
gender relation. There is inevitable
relationship between the male and female
though biologically there is some difference
in male and female. Similarly, social norms
and values are associated with gender
relation that may effect on the learning and
achievement of people. Family is the
primary school for learning. Children learn
many things from family, community and
school. The learning styles of students may
be varied by nature and intelligence of students. Student learns many things from the teaching of
teachers, family, reference materials, peers and school environment. Learning is the source of
interaction with surrounding phenomena. Various scholars like Dunn and Dunn (1987, p. 89),
Claxton and Ralston (1978), Keefe (1979) Clenton (2015) and (Grifths, 2008; Grenfell & Harris,
1999) have defined learning styles in various ways. The definition of learning styles is a major
concern of teachers and scholars in the Figure 1: Visual, Auditory, Kinesthetic (VAK)
field of education because it is directly model by Fleming’s (2001).
associated with the performance of
teachers and achievement of students. In relation to the learning style, Claxton and Ralston
(1978) said that consistent way of responding and using stimuli in the context of learning (p. 7).
Similarly, for Keefe (1979) learning styles are the cognitive, affective and physiological traits
that indicates the way of learners' perceive, interact with, and respond to the learning
environment (p. 4). Learning is critically important for the better improvement of educational
sectors (Grifths, 2008; Grenfell & Harris, 1999). Learning is one psychological process which
talks about learners' perception towards their phenomena and how they interact with those
phenomena will determine the learning intelligence. There are different theories of learning. The
number of researchers have discussed with the learning process that structured the learning
theories through learning preferences and cognitive style of the individuals (Sadler-Smith, 2001;
Bailey, Onwuegbuzie, & E., 2000; Busato, Prins, Elshout, & C., 2000; Hsu, 1999) (Sadler-Smith,
2001; Busato, Prins, Elshout, & C., 2000; Hsu, 1999).
Scientifically, there are different types of model for learning styles as developed by the
educationists. The study has adopted the learning style of Neil Fleming to identify the learning
style of student. The learning style of Fleming’s (2001) which consists the Visual, Auditory,
Kinesthetic (VAK) model (Figure 1) is very common and widely used model. The VAK
learning style uses the three main sensory receivers: Visual, Auditory and Kinesthetic
(movement) to determine the dominant learning style. Learners are interested to use this model
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to receive and learn new information and experiences. Different students have different interest
of learning ways; either they learn by using the visual or by auditory or kinesthetic technique.
Mostly, one or two of these receiving styles is normally dominant. One can practice different
style in different types of issue of learning.
According to the VAK theorists, there is need to present the information by using all
three styles of learning which allows opportunity to all learners to become involved in all types
of learning style so it will be easy to know their preferred style (Rourke, Ahmed, Collins,
Hayman-Abello, & Warriner, 2002). The study had also given the option of all three styles while
asking the question to students during the survey. The students had chance to chose only one
styles what they preferred most. Learning depends on various independent factors. Social
characteristic of male and female is different which may effect in their learning style also. On the
other hand, learning attitude and school environment may effect in learning of male and female
students so the study has measured the learning style of male and female of public and private
school of Nepal.
MATERIALS AND METHOD

The study was conducted in the Makwanpur, Chitwan, Gorkha and Dhading Districts among the
368 student when 41% taken from public and 59% taken from the private school. The students
were selected purposively who were from the Chepang community. Chepang is one of the
disadvantaged ethnic communities. Economically, Chepang are more vulnerable and have food
security problem among the majority household which may effect on their education. The study
is based on the descriptive and exploratory research design. It has identified the existing status of
educational status as well as it also explored the relationship between the male and female
students regarding their learning style. The structured questionnaire survey was done to collect
the opinion of students. The standard scale developed by Neil Fleming: Visual, Auditory,
Kinesthetic (VAK) model was used for survey. The statistical model: cross tab, Chi-Square and
independent sample t-test was done to analyze the data. The sample size of this study is done
among the 368 students. The sample size is calculated by using the standard sample calculation
formula of 95% confidence level and 5% margin of error. The data was collected from the four
districts where Chepang communities are staying since long time with higher population than the
other districts. As well as there is some provision of scholarship also for the Chepang children to
enroll in school.
RESULTS AND DISCUSSION

The study has presented the data of male and female students about their learning style. Learning
as an internal process that is different for every individual and learning style can be described as
the way individuals acquire new information. Fox and Bartholomae (1999) describe learning
styles as a biological and personal demographical characteristic, which is defined by the way
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individual process information. Each learner has her/his preferred ways of perception,
organization and retention that are unique and reliable (Hsu, 1999; Chou & Wang, 2000).
Learning processes support to understand the individual differences of one student. Naturally it is
well known and acceptable that different people have different ways of learning. As the nature
and interest of people, some types of learning experience suit one person better than others
(Bailey, Onwuegbuzie, & E., 2000; Sadler-Smith, 2001; Kolb, 1999). The same things can be
differently defined as the perception and experience of individual. Male and female may have
different opinion and perception towards the source of knowledge and surrounding environment
which may have effect on their learning style and attitude so the study analyzed their learning
style as below:
1. Learning styles of male and female students
Three main sensory receivers in learning styles are visual, auditory and kinesthetic. Learners use
all three modalities to receive and learn new information and experiences. Most learners possess
a dominant or preferred learning style. However, some learners have a mixed and evenly
balanced blend of these three styles. As the objective of this study, learning styles of male and
female students of selected school was analyzed and identified the different between them. The
Table 1 explores the results of surveyed data on learning styles of high school Chepang students
from study area with reference to gender.
Table1: Learning styles of male and female students (N = 368).
Gender Pearson
Male (%) Female (%) Chi-Square (P)
When operating new Visual 14.3 16.8 0.295
equipment for the first Auditory 25.3 33.5
time Kinesthetic 5.8 4.4
Visual 21.3 19.9 0.090
When seeking travel Auditory 19.9 30.3
directions Kinesthetic 3.8 4.6
Visual 26.4 29.9 0.231
Auditory 6.6 5.8
Cooking new dish Kinesthetic 12.4 19
Visual 12.2 12.7 0.355
To teach someone Auditory 13 13.8
something Kinesthetic 19.9 28.5
Visual 12.3 13.1 0.773
Auditory 20.1 25.3
Tend to say … Kinesthetic 12.8 16.4
Visual 10.3 14.9 0.548
Complaining about faulty Auditory 11.7 14.7
goods Kinesthetic 23.1 25.3
Visual 14.2 22.3 0.169
Prefer leisure activities Auditory 8.4 7.9
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Kinesthetic 22.3 24.8

Visual 5.2 10.7 0.037
Shopping generally I tend Auditory 20.8 27.3
to Kinesthetic 18.9 17.2
Visual 23 29 0.953
Auditory 6.5 8.5
Choosing a holiday Kinesthetic 15.1 17.9
Visual 23.1 27 0.238
Auditory 10.1 15.8
Choosing a new car Kinesthetic 12.4 11.5
Visual 28.1 28.1 0.052
Auditory 13.1 22.7
learning a new skill Kinesthetic 3.8 4.1
Visual 13.2 17.3 0.914
Choosing from a Auditory 11.8 14.6
restaurant menu Kinesthetic 19.8 23.4
Visual 9.9 11.8 0.154
Auditory 31.8 41.6
When listening to a band Kinesthetic 3.3 1.6
Visual 19.6 22.4 0.283
Auditory 22.9 30.7
When concentrating Kinesthetic 2.8 1.7
Visual 12.7 19 0.200
I remember things best Auditory 9.6 8.3
by… Kinesthetic 22.9 27.5
Visual 14 22.1 0.110
Auditory 10.1 8.4
My first memory is of … Kinesthetic 20.2 25.2
Visual 18.7 28.1 0.269
Auditory 20.1 20.9
When anxious, I … Kinesthetic 5.5 6.6
Visual 4.7 7.2 0.417
I feel especially connected Auditory 11.1 10.5
to others because of .. Kinesthetic 29.6 36.8
Visual 17.8 22.6 0.751
When I revise for an Auditory 18.4 24.9
exam, I.. Kinesthetic 7.9 8.5
Visual 9.8 13.4 0.825
Explaining something to Auditory 21 24.3
someone, Kinesthetic 13.9 17.5
Visual 8.50% 9.1 0.377
Main interests are Auditory 32.2 42.7
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Kinesthetic 4.1 3.3

Visual 6.4 10.3 0.567
Auditory 14.5 17
Free time is spent… Kinesthetic 23.7 28.1
Visual 20.8 23.7 0.062
Auditory 10.4 18.3
Contact a new person… Kinesthetic 14.1 12.7
Visual 12.1 13.8 0.841
I first notice how Auditory 23.9 30.3
people… Kinesthetic 8.4 11.5
Visual 34.4 46.7 0.042
Auditory 5.8 6.1
If I am very angry… Kinesthetic 4.7 2.2
Visual 10.2 13 0.976
I find it easiest to Auditory 20.2 24.9
remember Kinesthetic 14.4 17.2
Visual 11.7 14.7 0.531
Tell someone is lying Auditory 16.9 17.2
because… Kinesthetic 16.9 22.5
Visual 21 37.3 0.000
Meeting with an old Auditory 4.6 4.4
friend… Kinesthetic 19.3 13.4
Source: Field Survey, 2016
To explore learning styles of the high school Chepang students, there were 28 different
statements to open up their opinions with reference to three modalities of learning styles: visual,
auditory and kinesthetic. The first opinion was "When operating new equipment for the first time
I prefer to read the instruction or listen to or ask for an explanation or have a go and learn by trial
and error". Out of 364 respondents for this opinion, 14.3% boys opined visual, 25.3% opined
auditory, 5.8% opined kinesthetic, and 16.8% girls stated visual, 33.5% stated auditory & 4.4%
stated kinesthetic. In combined data, 31.0% stated visual, 58.8% stated auditory and 10.2%
stated kinesthetic. In such cases, many of the students prefer to auditory for an explanation.
Second opinion was "When seeking travel direction, I prefer to look at a map, ask for spoken
directions or follow my nose / may be use a compass". In this opinion, 21.3%, 19.9% and 3.8%
boys opined on visual, auditory and kinesthetic respectively. On the other hand, 19.9% girls
reported visual, 30.3% reported auditory and 4.6% stated kinesthetic. In total, 41.3% stated
visual, 50.3% stated auditory and 8.5% stated kinesthetic. In this aspect, they mostly prefer
auditory.
The third opinion was "When cooking a new dish, I prefer follow a recipe, call a friend
for explanation or follow my instinct / testing as I cook". In this opinion, 26.4%, 6.6 % and
12.4% boys stated visual, auditory and kinesthetic respectively. Similarly, 29.9%, 5.8% and
19.0% girls stated visual, auditory and kinesthetic respectively. In total, 56.3%, 12.4% and
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31.3% stated visual, auditory and kinesthetic. In such case, they mostly follow a recipe. The
fourth opinion was "To teach someone I prefer to write instruction, explain verbally or
demonstrate and let them have a go". The data show that 12.2%, 13.0% and 19.9% boys stated
visual, auditory and kinesthetic respectively. Likewise, 12.7%, 13.8% and 28.5% girls stated
visual, auditory and kinesthetic respectively. In total 24.9%, 26.8% and 48.3% stated visual,
auditory and kinesthetic respectively. In this case, they mostly prefer kinesthetic style.
The fifth opinion was "I tend to say I see what you mean, I hear what you are saying, or I
know how you feel". In this opinion, 12.3%, 20.1% and 12.8% boys stated visual, auditory and
kinesthetic respectively. Similarly, 13.1%, 25.3% and 16.4% girls stated visual, auditory and
kinesthetic respectively. In total, 25.3%, 45.4% and 29.2% stated visual, auditory and kinesthetic
respectively. In such case, students prefer auditory style of learning. The sixth opinion was
“Complaining about faulty goods I tend to write a letter, phone or go back to the store/send the
faulty item to the head office”. In this opinion, 10.3%, 11.7% and 23.1% boys stated visual,
auditory and kinesthetic respectively. Similarly, 14.9%, 14.7% and 25.3% girls stated visual,
auditory and kinesthetic respectively. In total, 25.3%, 26.4% and 48.4% stated visual, auditory
and kinesthetic respectively. In such case, students prefer kinesthetic style of learning.
The seventh opinion was “I prefer these leisure activities in museums/galleries,
music/conversation or physical activities/making things”. In this opinion, 14.2%, 8.4% and
47.1% stated visual, auditory and kinesthetic respectively. In such case, majority students prefer
kinesthetic style of learning. The eighth opinion was “When shopping, generally I tend to look &
decide, discuss with shop staff or try on/handle/test”. In this opinion, 5.2%, 20.8% and 18.9%
boys stated visual, auditory and kinesthetic respectively. Similarly, 10.7%, 27.3% and 17.2%
girls stated visual, auditory and kinesthetic respectively. In total, 15.8%, 48.1% and 36.1% stated
visual, auditory and kinesthetic respectively. In such case, majority students prefer auditory style
of learning.
The ninth opinion was “Choosing a holiday, I read the brochures, listen to
recommendations or imagine the experience”. In this opinion, 23.0%, 6.5% and 15.1% boys
stated visual, auditory and kinesthetic respectively. Similarly, 29.0%, 8.5% and 17.9% girls
stated visual, auditory and kinesthetic respectively. In total, 52.0%, 15.1% and 33.0% stated
visual, auditory and kinesthetic respectively. In such case, majority students prefer visual style of
learning. The tenth opinion was “Choosing a new car, I read the reviews, discuss with friend or
test-drive what you fancy”. In this opinion, 23.1%, 10.1% and 12.4% boys stated visual, auditory
and kinesthetic respectively. Similarly, 27.0%, 15.8% and 11.5% girls stated visual, auditory and
respectively. In such case, majority students prefer visual style of learning.
The eleventh opinion was “Learning a new skill, I watch what the teacher is doing, I talk
through with the teacher exactly what I am supposed to do or I like to give it a try and work it out
as I go along by doing it”. In this opinion, 28.1%, 13.1% and 3.8% boys stated visual, auditory
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and kinesthetic respectively. Similarly, 28.1%, 22.7% and 4.1% girls stated visual, auditory and
respectively. In such case, majority students prefer visual style of learning. The twelfth opinion
was “Choosing from restaurant menu, I imagine what the food will look like, I talk through the
options in my head or I imagine what the food will test like”. In this opinion, 13.2%, 11.8% and
kinesthetic style of learning.
The thirteenth opinion was “When listening to a band, I sing along to the lyrics (in my
head or loud!), I listen to the lyrics and the beats or I move in time with the music.” In this
opinion, 9.9%, 31.8% and 3.3% boys stated visual, auditory and kinesthetic respectively.
Similarly, 11.1%, 41.6% and 1.6% girls stated visual, auditory and kinesthetic respectively. In
total, 21.6%, 73.4% and 4.9% stated visual, auditory and kinesthetic respectively. In such case,
majority students prefer auditory style of learning. The fourteenth opinion was “When
concentrating, I focus on the words or pictures in front of me, discuss the problem and possible
solutions in my head or move around a lot, fiddle with pens and pencils and touch unrelated
things.” In this opinion, 19.6%, 22.9% and 2.8% boys stated visual, auditory and kinesthetic
respectively. Similarly, 22.4%, 30.7% and 1.7% girls stated visual, auditory and kinesthetic
respectively. In total, 42.0%, 53.6% and 4.4% stated visual, auditory and kinesthetic
respectively. In such case, majority students prefer auditory style of learning.
The fifteenth opinion was “I remember things best by writing notes or keeping printed
details, saying them aloud/ repeating words and key points in my head or doing and practicing
the activity/imagining it being.” In this opinion, 12.7%, 9.6% and 22.9% boys stated visual,
auditory and kinesthetic respectively. Similarly, 19.0%, 8.3% and 27.5% girls stated visual,
auditory and kinesthetic respectively. In total, 31.7%, 17.9% and 50.4% stated visual, auditory
and kinesthetic respectively. In such case, majority students prefer kinesthetic style of learning.
The sixteenth opinion was “My first memory is of looking at something, being spoken to or
doing something.” In this opinion, 14.0%, 10.1% and 20.2% boys stated visual, auditory and
respectively. In such case, majority students prefer kinesthetic style of learning.
The seventeenth opinion was “When anxious, I visualize the worst-case scenarios, talk
over in my head what worries me most or can’t sit still, fiddle and move around constantly.” In
this opinion, 18.7%, 20.1% and 5.5% boys stated visual, auditory and kinesthetic respectively.
majority students prefer visual style of learning. The eighteenth opinion was “I feel especially
connected to others because of how they look, what they say to me or how they make me feel.”
In this opinion, 4.7%, 11.1% and 29.6% boys stated visual, auditory and kinesthetic respectively.
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majority students prefer kinesthetic style of learning.
The nineteenth opinion was “I revise for an exam; I write lots of revision notes (using lots
of colors), I talk over my notes, to myself/to other people or imagine making the movement or
creating the formula.” In this opinion, 17.8%, 18.4% and 7.9% boys stated visual, auditory and
respectively. In such case, majority students prefer auditory style of learning. The twentieth
opinion was “when explaining something to someone, I tend to show them what I mean, explain
to them in different ways until they understand or encourage them to try and talk them through
the idea as they try.” In this opinion, 9.8%, 21.0% and 13.9% boys stated visual, auditory and
respectively. In such case, majority students prefer auditory style of learning.
The twenty-first opinion was “my main interests are photography/watching films/people-
watching, listening to music/listening to the radio/ talking to friends or physical/sports
activities/fine wines, fine foods/dancing.” In this opinion, 8.5%, 32.2% and 4.1% boys stated
visual, auditory and kinesthetic respectively. Similarly, 9.1%, 42.7% and 3.3% girls stated visual,
auditory and kinesthetic respectively. In total, 17.6%, 74.9% and 7.4% stated visual, auditory and
kinesthetic respectively. In such case, majority students prefer auditory style of learning. The
twenty-second opinion was “Most of my free time is spent watching television, talking to friends
or doing physical activity/making things.” In this opinion, 6.4%, 14.5% and 23.7% boys stated
visual, auditory and kinesthetic respectively. Similarly, 10.3%, 17.0% and 28.1% girls stated
visual, auditory and kinesthetic respectively. In total, 16.7%, 31.5% and 51.8% stated visual,
auditory and kinesthetic respectively. In such case, majority students prefer kinesthetic style of
learning.
The twenty-third opinion was “when I first contact a new person, I arrange a face to face
meeting, I talk to them on the telephone or I try to get together to share an activity” In this
opinion, 20.8%, 10.4% and 14.1% boys stated visual, auditory and kinesthetic respectively.
majority students prefer visual style of learning. The twenty-fourth opinion was “I first notice
how people, look and dress, sound and speak or stand and move.” In this opinion, 12.1%, 23.9%
and 8.4% boys stated visual, auditory and kinesthetic respectively. Similarly, 13.8%, 30.0% and
auditory style of learning.
The twenty-fifth opinion was “I am very angry, I keep replaying in my mind what it is
that has upset, I shout lots and tell people how I feel or I stomp about, slam doors and throw
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things.” In this opinion, 34.4%, 5.8% and 4.7% boys stated visual, auditory and kinesthetic
respectively. In such case, majority students prefer visual style of learning. The twenty-sixth
opinion was “I find it easiest to remember faces, names or things I have done.” In this opinion,
10.2%, 20.2% and 14.4% boys stated visual, auditory and kinesthetic respectively. Similarly,
13.0%, 24.9% and 17.2% girls stated visual, auditory and kinesthetic respectively. In total,
23.3%, 45.2% and 31.6% stated visual, auditory and kinesthetic respectively. In such case,
majority students prefer auditory style of learning.
The twenty-seventh opinion was “I think I can tell someone is lying because they avoid
looking at you, their voice changes or the vibes I get from them.” In this opinion, 11.7%, 16.9%
and 16.9% boys stated visual, auditory and kinesthetic respectively. Similarly, 14.7%, 17.2% and
kinesthetic style of learning. The twenty-eighth opinion was “when I am meeting with an old
friend, I say “it’s great to see you!”, I say “ it’s great to hear your voice!” or I give them a hug/a
handshake.” In this opinion, 21.0%, 4.6% and 19.3% boys stated visual, auditory and kinesthetic
respectively. In such case, majority students prefer visual style of learning.
Various previous researchers have conducted the study on gender differences in learning
styles. Because of family orientation, cultural orientation and school environment, male and
female can learn the same thing from different ways. Wehrwein, Lujan, & DiCarlo (2007)
conducted research on "Gender differences in learning style adopting the model of visual (V),
auditory (A), read-write) and kinesthetic (K) which found that 54.2% of females and only 12.5%
of males preferred a single mode of information presentation. Among the female students, 4.2%
of the students preferred V whereas no students preferred A. Similarly, 16.7% of the students
preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In
contrast, male students were preferring A, R, or K, respectively, while no single male students
preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple
modes of presentation. In summary, a majority of male students preferred multimodal
instruction, specifically, four modes (VARK), whereas a majority of female students preferred
single mode instruction with a preference toward K (Wehrwein, Lujan, & DiCarlo, 2007, p. 153).
The previous study concluded that male and female students have significantly different learning
styles. It is the responsibility of the instructor to address this diversity of learning styles and
develop appropriate learning approaches. The finding of previous studies as mentioned above is
found different with the finding of this present study because the present study has found that
there is no significant difference in male and female students regarding their learning style
(VAK).
2. Sex wise types of learning style
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The study analyzed the total value of visual, auditory, kinesthetic learning style of male and
female students to find out their relationship. Table 2 shows the SPSS output of independent
sample t-test for gender difference in learning styles.
Table2: Sex wise types of learning style.
Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Male 166 9.49 3.169 0.246
Visual learning
Female 202 9.97 3.55 0.25
Total 368 368 9.73 3.3595
Male 166 9.6145 2.70502 0.20995
Auditory learning
Female 202 9.8663 2.69641 0.18972
Total 368 9.7404 2.70072 0.19984
Male 166 8.3193 2.71034 0.21036
Kinesthetic learning
Female 202 7.7574 3.02651 0.21294
Total 368 8.03835 2.86843 0.21165
Male 166 53.6386 5.80925 0.45089
Total Learning style
Female 202 52.9257 6.19576 0.43593
Total 368 53.28215 6.00251 0.44341
Independent Samples Test
Levene's
Test for
t-test for Equality of Means
Equality of
Variances
95%
Sig. Std.
Mean Confidence
(2- Error
F Sig. t Df Differen Interval of the
tailed Differen
ce Difference
) ce
Lower Upper
Equal variances
.652 .420 -1.347 366 .179 -.477 .354 -1.174 .220
Visual assumed
learning Equal variances 363.46
-1.362 .174 -.477 .351 -1.167 .212
not assumed 1
Equal variances -
.425 .515 -.890 366 .374 -.25188 .28288 .30440
Auditory assumed .80816
learning Equal variances 351.88 -
-.890 .374 -.25188 .28297 .30465
not assumed 0 .80840
Equal variances - 1.1568
Kinesthet 3.562 .060 1.857 366 .064 .56185 .30257
assumed .03315 5
ic
Equal variances 363.27 - 1.1504
learning 1.877 .061 .56185 .29933
not assumed 7 .02678 9
Total Equal variances - 1.9539
2.106 .148 1.129 366 .259 .71281 .63113
Learning assumed .52829 1
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style Equal variances 359.66 - 1.9461

1.137 .256 .71281 .62716
not assumed 5 .52056 8
Source: Field Survey, 2016
For observation of visual learning style, the significant value of Levene's Test for
equality of variance is 0.420, which is more than 0.05; it means that the equal variances are
assumed. Therefore, we have to use 0.179 as significance 2-tailed to determine null hypothesis
either reject or accept. Since the value is more than 0.05, then null hypothesis is accepted. It
means that there is no difference in learning style (visual) between boys and girls. For
observation of auditory learning style, the significant value of Levene's Test for equality of
variance is 0.515, which is more than 0.05; it means that the equal variances are assumed.
Therefore, we have to use 0.374 as significance 2-tailed to determine null hypothesis either reject
or accept. Since the value is more than 0.05, then null hypothesis is accepted. It means that there
is no difference in learning style (auditory) between boys and girls. For observation of
kinesthetic learning style, the significant value of Levene's Test for equality of variance is 0.060,
which is more than 0.05; it means that the equal variances are assumed. Therefore, we have to
use 0.064 as significance 2-tailed to determine null hypothesis either reject or accept. Since the
value is more than 0.05, then null hypothesis is accepted. It means that there is no difference in
learning style (kinesthetic) between boys and girls. While observing total learning style, the
significant value of Levene's Test for equality of variance is 0.148, which is more than 0.05; it
means that the equal variances are assumed. Therefore, we have to use 0.259 as significance 2-
tailed to determine null hypothesis either reject or accept. Since the value is more than 0.05, then
null hypothesis is accepted. It means that there is no difference in total learning style between
boys and girls.
Some of the previous studies have found the significant difference in learning style of
male and females whereas the current study found the no difference in male and female students
regarding their learning style. A study conducted by Yildirim and Sevinc (2010) among Iranian
undergraduate English as Foreign Language (EFL) learners’ choice of vocabulary learning
strategies found that there was no statistically significant difference between the vocabulary
strategy preferences or learning styles between male and females.
On the contrary, there are some studies, which reported that there was gender difference
in learning styles (Aripin & Mahmood, 2008; Scott, 2010; Kember & Wong, 1995). For instance,
Aripin and Mahmood (2008) assessed the learning style preferences among 540 ESL students
from a private university through the Perceptual Learning Style Preference Questionnaire
(PLSPQ) by Joy Reid. It was reported that there was a significant difference between male and
female students regarding their learning styles. Meanwhile, Kember and Wong reported that the
male group prefers kinesthetic learning style while the female group prefers visual learning style
(Middleton, Ricks, Wright, & Grant, 2013; Choudhary, Dullo, & Tandon, 2011). On the basis of
previous findings, some researchers have generalized that gender differences play a significant
role in determining the learning style (Rezaeinejada, Azizifara, & Gowharya, 2015; Worley-
Davis, 2012).
78
The present study found the significantly different result than the many previous studies.
More previous studies have found the significant difference in learning style of male and female
whereas very few literatures shows the similar type of learning style in male and female. The
similarity and variation in result may be affected by the geographical setting, school
environment, and grade and socio-culture orientation of students. In the Nepalese context, this is
the new knowledge that there is no difference in learning of male and female which indicates the
equality; no gender based discrimination and stratification in educational institutions.
CONCLUSIONS
The study has measured the 28 parameter of learning style developed by Neil Fleming. The
learning parameter has covered the three types of learning style: Visual, Auditory, and
Kinesthetic. The study found that out of 28 questions, there is significant association between
boy and girls student in only 3 questions. In total, there is no significant difference between boy
and girl students regarding their learning style. It shows that learning style is not affected being
boys and girls of Nepalese students of public and private school. It can be concluded that the
findings has challenged the socio-cultural norms towards the gender relation. In Nepalese
culture, girls are taken as a less creative and effective than male so there is work division in boys
and girls. From the educational perspective, parents hesitate to send their daughter far from the
home whereas son is known as a brave person so he can be send anywhere for education and
employment. The study indicated the similar types of learning interest and style of boys and girls
so it can be assumed about the similar types of achievement in future work. If daughters were to
get better learning opportunity, they could give better result and can significantly contribute in
nation building. The future research can be done on comparative study on public and private
school’s student regarding their learning style.
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Aripin, R., & Mahmood, Z. (2008). Students’ learning styles and academic performance. Paper
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Learning Styles of Male and Female Students of Nepal

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ISSN: 2362-1303 (Paper) | eISSN: 2362-1311(Online)

JOURNAL OF ADVANCED ACADEMIC RESEARCH (JAAR) April 2017

Learning Styles of Male and Female Students of Nepal

When we talk about the male and female

MATERIALS AND METHOD

RESULTS AND DISCUSSION

Kinesthetic 22.3 24.8

Kinesthetic 4.1 3.3

style Equal variances 359.66 - 1.9461

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