Does Femaleness Mean Differences with Maleness in Both Study Strategy Use and Learning Outcomes? A Case of Final Year College Students in Harare, Zimbabwe

Abstract

This article reports the results of a study that explored the issue of whether females significantly differ from males in both study strategy use and learning outcomes. A survey questionnaire was used to source data from 100 final year students randomly pooled from one Teachers’ College in Harare. The interaction between gender, study strategy and learning outcome was explored through Pearson’s Product Moment Correlation Coefficient (r). The study established that gender was not significantly related to both study strategy and learning outcome. The study made recommendations for educational practice, mainly that since both male and female students use same study strategies and benefit similarly, there is need for teachers to give them equal treatment and learning opportunities lest differential treatment and socialisation result in self-fulfilling prophecy regarding performance in certain school subjects.