TY  - JOUR
AB  - For  biology  students,  the diversity,  complexity,  and abundance  of  content in  this  field yield  a  heavy  study  load.  Hence, appropriate learning strategies are key in supporting learners’ academic success. In biology, the factors gender and interesthold a unique position within the natural sciences, as there is an academic imbalance to the disadvantage of male students. In thepresent study, we examined the influence of gender and interest as well as its interdependences on the students’ use of learning strategies for  biology  learning.  A  total  of 180  seventh  through  tenth  grade  students  (Mage=14.47; SD=1.35;  60% female)  from four  general-track secondary schools located in Germany participated in this study. Data on the students’ level of interest and the use oflearning strategies in biology lessons were collected. We used multivariate analysis of covariance with the students’ age as the covariate to analyse our data. Results revealed a significant effect of gender on the students’ use of the learning strategies rehearsal, organisation, effort, and time management. With regard to elaboration and effort, the effects of interest were found to be significant. The gender gap regarding learning strategy use was narrower for students with high levels of interest. These findings might have implications for beneficial teacher behaviour in biology.
DA  - 2022
DO  - 10.12973/eu-jer.11.1.587
KW  - Biology lessons
KW  - gender
KW  - interest in biology
KW  - learning strategies
LA  - eng
IS  - 1
M2  - 587
PY  - 2022
SN  - 2165-8714
SP  - 587-597
T2  - European Journal of Educational Research
TI  - The Influence of Gender and Interest on the Use of Learning Strategies in Biology Lessons
UR  - https://nbn-resolving.org/urn:nbn:de:0070-pub-29600654
Y2  - 2024-11-22T04:29:11
ER  -