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Gender and motivational differences in approaches to learning by a cohort of open learning students

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  • Paul de Lange
  • Felix Mavondo

Abstract

This paper examines the relationship between gender, motivational differences and students' approaches to learning—using a revised version of Biggs' (1987) study process questionnaire. Responses from 246 business students studying via open learning Australia provide data to develop a structural equation model. The model was subsequently examined for differences across gender groups. In the primary analysis, results suggest the same model is applicable to male and female students, however, there are significant differences both in the strengths of relationships and in the measurement models. Further investigation of differences within the models indicated there may be different learning strategies for male and female business students. Findings presented in this paper also challenge accepted wisdom with regard to questionnaire development, as researchers need to be sensitive to gender issues, both in the manner in which the questions are phrased and in the way the constructs are measured.

Suggested Citation

  • Paul de Lange & Felix Mavondo, 2004. "Gender and motivational differences in approaches to learning by a cohort of open learning students," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 431-448.
    • Handle: RePEc:taf:accted:v:13:y:2004:i:4:p:431-448
    DOI: 10.1080/0963928042000306765
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    References listed on IDEAS

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    1. Matthew Hall & Alan Ramsay & John Raven, 2004. "Changing the learning environment to promote deep learning approaches in first-year accounting students," Accounting Education, Taylor & Francis Journals, vol. 13(4), pages 489-505.
    2. Peter Booth & Peter Luckett & Rosina Mladenovic, 1999. "The quality of learning in accounting education: the impact of approaches to learning on academic performance," Accounting Education, Taylor & Francis Journals, vol. 8(4), pages 277-300.
    3. Moy Yin Koh & Hian Chye Koh, 1999. "The determinants of performance in an accountancy degree programme," Accounting Education, Taylor & Francis Journals, vol. 8(1), pages 13-29.
    4. Kamal Naser & Michael Peel, 1998. "An exploratory study of the impact of intervening variables on student performance in a Principles of Accounting course," Accounting Education, Taylor & Francis Journals, vol. 7(3), pages 209-223.
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    Cited by:

    1. Ballantine, Joan A. & Duff, Angus & McCourt Larres, Patricia, 2008. "Accounting and business students’ approaches to learning: A longitudinal study," Journal of Accounting Education, Elsevier, vol. 26(4), pages 188-201.
    2. Yilmaz Guney, 2009. "Exogenous and Endogenous Factors Influencing Students' Performance in Undergraduate Accounting Modules," Accounting Education, Taylor & Francis Journals, vol. 18(1), pages 51-73.
    3. Belete J. Bobe & Barry J. Cooper, 2020. "Accounting students’ perceptions of effective teaching and approaches to learning: impact on overall student satisfaction," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 60(3), pages 2099-2143, September.

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