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A Gender Based Analysis of the Learning-Style Preferences of Principal Preparation Students

Determining gender learning-style preferences is necessary in assuring that principal preparation programmes are inclusive of styles that benefit both males and females. The purpose of this study was to determine if there were any gender differences for students in a principal preparation programme on responses to items measuring pedagogy (science of teaching children) and andragogy (science of teaching adults). Of the thirteen items on which there was statistical significance between genders' preferences, males had higher mean scores on nine items (70 per cent) and females on four items (30 per cent). Males had higher mean scores than females on all items measuring pedagogy and males and females had an equal number of high mean scores in response to items that measured andragogy.