Grasha-richmann college student's learning styles of classroom participation: Role of gender and major

This study aimed to investigate the male and female students’ learning styles of classroom participation and these styles’ differences between Humanities and Science majors. 1039 individuals were selected through the proportional stratifiedrandom sampling method among undergraduate and graduate students inHumanities (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. 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 humanities group. According to the findings, it seems that due to psychologicalcharacteristics, female students tend to collaborate with other students ofthe 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.