Difference in learning capabilities : Boys Vs Girls

There have been many studies on the differences between men and women. More recently, most of these studies have focused on male and female brains, but more specific research has focused on differences in learning styles between men and women. This type of research matters to teachers because it is important for teachers to choose teaching strategies that take into account differences in learning styles in order to maximize learning outcomes.

The most consistent finding regarding gender differences in learning styles is that men are visually and tactically stronger than women, while women are better at hearing. Therefore, girls tend to learn more in college than boys. It turns out that men are more kinaesthetic than passive and learn best by doing. Boys' need for active participation has to do with how their brains process information. Another very important difference in learning styles is that women like to learn using different strategies, while men need more structure and routine, especially when learning new and complex content. The last important difference is that girls are more ambitious than boys themselves, their parents and teachers. Men are most motivated by their peers. While girls do not mind studying alone, boys are happy when their peers, especially those of the same sex, cooperate and encourage them.

Gender Differences in Stereotyping

In line with gender stereotypes that associate the areas of skills and mathematics with masculine traits, the use of computers and technology is perceived as masculine and more appropriate for boys than for girls. The “digital gender divide” begins in infancy, when parents and teachers act on the notion that computers are the preserve of men. From an early age, boys' activities and toys are associated with skills and behaviour, while girls' activities and toys are associated with education and beauty. Similarly, parents have been shown to provide boys with more opportunities for computer and sports activities, while girls provide more opportunities for reading and interacting with peers. As a result, this gender experience can undermine a girl's confidence in her abilities and interest in computer-related subjects. Thus, teenage boys report more computer use and more self-esteem. When working with computers, they are better able to count and, as a rule, are more interested in computers than girls. Similarly, boys were significantly more likely to describe themselves as computers than girls (eg, "geek" or "I like computers"). Recent studies support the finding that boys are more likely to use computers for educational and recreational purposes. On the other hand, it seems that girls use computers and the Internet more for communication and social networking. The digital gender divide emerges as the motivational beliefs and behaviors of boys and girls are shaped by their experiences and gender-specific socialization processes. According to the social gender stereotype, boys are self-reliant, independent and tech-savvy, while girls are obedient, sociable and good at caring. This not only affects girls' use of computers, but also has a broader impact on their education and career choices, thus contributing to the "fluid channel" of science, technology, engineering and mathematics (STEM). . than the current floor.

Gender roles in digital learning

 Concerns have been raised about equity in digital learning, as girls typically face certain barriers and challenges when using computers and information and communication technologies (ICTs). In particular, it is suggested that male students may have an advantage over female students in online classes due to their greater ability, convenience, and participation in computer use. However, studies examining gender differences in this context have produced mixed results. Boys have a clear advantage over girls in terms of confidence in their ICT skills (this pattern appears to be fairly consistent from elementary school to college), and a recent meta-analysis of college students showed higher levels of competence. .

Differences in digital learning among young women compared to young men.

This may be due to girls' and women's higher perceptions of academic ability, which offset the negative impact of stereotypes in this digital context. In terms of values ​​associated with ICT and digital learning, several studies have shown that female students tend to rate their ICT and ICT skills less positively than male students, have lower positive perceptions of digital learning, and are satisfied with male students.. On the other hand, there are studies that do not show differences between men and women in their attitudes towards digital learning or the average level of participation and motivation in ICT. Another study shows that girls have an edge in terms of being motivated to learn in a digital context.

However, since ICTs are perceived as a male stereotype, it seems reasonable that gender differences in digital learning affect students' self-perceptions of gender roles rather than biological sex. The recognition that people, regardless of their biological sex, can describe themselves as attributes of female and male stereotypes, has increased interest in the self-concept of gender role and its relationship with the gender sphere. Previous research has shown that adolescents who describe themselves using masculine traits (eg, independent, competitive, courageous) have higher math skills and achievement while using feminine traits (eg, gentle, kind, sensitive) to describe yourself better. Reading achievement and motivation to read is a typical female area. It has also been shown that people with high masculinity and femininity (male personalities) are more flexible and adaptable to different situations because they have a wider range of traits and behaviors. In contrast, people with low scores on both dimensions (undifferentiated people) showed the lowest adaptability and functioning.

 Although self-awareness of gender roles plays an important role in adolescents' ability and participation in value beliefs and gender realms, research examining gender differences in digital learning has so far ignored the role of self-awareness and focused on the biological field. In addition, all previous studies of gender differences in digital learning have been in the form of compulsory and exclusive education, for example, before the pandemic, especially during the lockdown period from the pandemic, when students did not need to be exposed on a permanent basis.

How Girls' brains work

One of the differences between girls and boys is that girls have larger corpus callosum, so they can better communicate between brain hemispheres. In addition, neural connections improve memory, hearing and speech recognition in girls. Writing and reading are powered by girls' brains. On the other hand, the skills required for spatio-temporal manipulation are poorly supported by female brain structures.

 How the Boy's Brain Works

In the male brain, there are more areas of the cortex involved in spatial-mechanical functions, which allows the boy to play with movement in the surrounding space. In addition, boys use only half of the brain space that girls use for language-emotional functions. Boys' brains separate learning, affecting their ability to multitask and switch between activities. Boys' brains also produce less serotonin and oxytocin, making them physically more impulsive and less likely to sit still in class.

Thus, gender differences in achievement are often discussed in terms of math and science courses or SAT scores. In addition, differences in behavior and discipline among students are often highlighted as part of the gender norm. To look at gender differences, one has to look at theories about the different learning styles each person uses and how these styles are innate in each person.