Gender Gap In Students’ Learning Style In English Classroom: A Case Study At SMP Negeri 3 Percut Sei Tuan

This study investigates gender gap in learning styles among eighth-grade students
in the English classroom at SMP Negeri 3 Percut Sei Tuan. This study aims to (1)
identify the dominant learning styles of male and female students and (2) examine
factors contributing to the learning style gap based on gender. Using a qualitative
descriptive design, data were collected from 20 students and an English teacher
through the VARK questionnaire and semi-structured interviews, and analyzed
using data reduction, data display, and conclusion drawing. The results show that,
overall, Visual (30%) and Auditory (30%) styles are equally dominant, followed
by Read/Write (20%) and Kinesthetic (20%). Male students primarily prefer
Visual (40%), while female students favor Auditory (40%). These preferences are
reflected in classroom behavior and performance, with males tending to excel in
speaking and activity-based tasks, and females performing better in reading and
writing tasks. The study concludes that gender influences students‟ learning style
preferences and learning comfort, shaped by personality traits, classroom
engagement, and instructional activities. It highlights the need for varied and
inclusive teaching strategies to accommodate diverse learning styles and support
equitable English learning outcome.