If One Goes Up the Other Must Come Down: Examining Gender Differences and Understanding of Models of Learning Style: A Non-Western Perspective

Adebowale Akande, Modupe Adewuyi, Titilola Akande and Bolanle Adetoun
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Modupe Adewuyi: Emory University
Titilola Akande: Dublin University
Bolanle Adetoun: ECOWAS

Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 2017, vol. 131, issue 2, No 18, 817-829

Abstract: Abstract Models of learning style or approaches to learning have been operationalized in the Learning Process Questionnaire (LPQ). Guided by an assumed framework, the authors examine the construct validity of the LPQ in Botswana and investigate the similarities and differences in the process of learning in a non-Western context. Six structural equation modeling are used to test the association between cross-cultural variability and learning. Responses to this instrument are shown to have good internal consistency reliability, and support is provided for its construct validity in terms of its factorial structure. Results further reveal support for dimensions of deep and surface strategies, despite the differences in learning conceptualizations. The strategies utilized by students in the Western educational context are similar to those used by their African counterparts. Taken together, the interaction of gender and culture, makes us propose a relationship between culture, learning and life adaptations, thus extending the concept of learning style to account for the influence of culture. Tentatively, conceptual issues in learning process and suggestions for further research are presented.

Keywords: Learning; Non-Western; LPQ - surface and deep strategies; Botswana/Africa; Gender; Well-being and Quality of Life (search for similar items in EconPapers)
Date: 2017
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DOI: 10.1007/s11205-016-1274-9

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