An Evaluation of Gender Differences in Learning Styles Among Nursing Students in Ladoke Akintola University of Technology, Ogbomoso
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Background of the Study
Learning styles refer to the distinct ways in which individuals prefer to absorb, process, and retain information (Smith & Chen, 2023). In nursing education, understanding students’ learning preferences is crucial for developing effective teaching strategies that accommodate diverse needs. Research suggests that gender may influence learning styles, with males and females often exhibiting differences in how they approach learning tasks. While some studies indicate that females tend to prefer collaborative, verbal, and reflective learning styles, males may lean towards independent, action-based, and problem-solving approaches (Lee et al., 2024).
At Ladoke Akintola University of Technology, Ogbomoso, nursing students come from diverse backgrounds, and it is essential to understand how gender influences their learning styles. Gender differences in learning styles can impact students’ academic engagement, performance, and overall educational experience. However, there is limited research on the specific gender differences in learning styles among nursing students at this institution. This study aims to evaluate the gender-based differences in learning styles among nursing students at Ladoke Akintola University of Technology, Ogbomoso.
Statement of the Problem
Although gender differences in learning styles have been explored in various educational settings, there is little research on how gender influences the learning preferences of nursing students in Nigeria. At Ladoke Akintola University of Technology, Ogbomoso, nursing students demonstrate varying levels of academic success, but it remains unclear whether gender-based learning style differences contribute to these disparities. Without understanding how gender affects learning styles, educators may struggle to design inclusive teaching strategies that optimize learning outcomes for all students.
Objectives of the Study
1. To evaluate gender differences in learning styles among nursing students at Ladoke Akintola University of Technology, Ogbomoso.
2. To assess how gender-based learning style differences influence nursing students’ academic performance.
3. To explore the implications of gender differences in learning styles for nursing education and teaching strategies.
Research Questions
1. Are there significant gender differences in learning styles among nursing students at Ladoke Akintola University of Technology, Ogbomoso?
2. How do gender-based learning style differences impact nursing students’ academic performance?
3. What teaching strategies can be implemented to accommodate gender-based learning style differences among nursing students?
Research Hypotheses
1. There are significant gender differences in learning styles among nursing students at Ladoke Akintola University of Technology, Ogbomoso.
2. Nursing students with learning styles that align with their gender preferences demonstrate higher academic performance compared to those whose learning styles are less aligned.
3. Gender-based learning style differences significantly influence students’ academic engagement and success in nursing education.
Scope and Limitations of the Study
This study will focus on nursing students at Ladoke Akintola University of Technology, Ogbomoso, and assess gender differences in learning styles. The study will not evaluate other factors that may influence learning outcomes, such as prior academic background or socio-economic status. The findings may not be applicable to students at other institutions or in other fields of study.
Definitions of Terms
• Learning Styles: The preferred methods individuals use to engage with, process, and retain information.
• Gender Differences: Variations in learning preferences, strategies, and academic behaviors that may be influenced by gender.
• Nursing Students: Individuals enrolled in the nursing program at Ladoke Akintola University of Technology, Ogbomoso.
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