BANESHI، ALI REZA نويسنده University of Tehran, Tehran, Iran , , DEHGHAN TEZERJANI، MAHNAZ نويسنده Kharazmi University, Tehran, Iran , , MOKHTARPOUR، HASAN نويسنده Allameh Tabatabaei University, Tehran, Iran ,
Introduction: This study aimed to investigate the male and female students’
learning styles of classroom participation and these styles’ differences between
Humanities and Science majors.
Methods: 1039 individuals were selected through the proportional stratified
random sampling method among undergraduate and graduate students in
Humanities (n=421) and Science (n=618) faculties of Tehran University. In the
Humanities group, there were 285 females and 136 males, and in the Science
group, there were 208 females and 410 males. The participants answered the
Grasha-Riechmann student learning styles scale.
Results: The findings indicated that the females obtained significantly higher
means in collaborative, participative, and dependent styles than males, but in
avoidant, and independent styles, the means for males were higher than those
for females. Also, the science group’s means in collaborative, participative,
dependent, and competitive styles were significantly higher than those for the
Conclusion: According to the findings, it seems that due to psychological
characteristics, female students tend to collaborate with other students of
the same sex and participate in their activities. In this way, they also are more
dependent on their teacher and classroom, because otherwise they will face
some problems such as anxiety. In addition, it seems that science students in
comparison to humanities students are more participative and collaborative
because they need more collaboration in their projects and course work.