Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies

Students’ individual characteristics infuence the efectiveness of instruction and learning and, therefore, the depth of learning. This study brings forth the voices of middle school students regarding their science learning preferences through four modalities: visual, auditory, sensorimotor, and agency support. We examined the relationship between the students’ science learning preferences and three of their personal characteristics (gender, having or not having a learning disability, and level of scientifc knowledge and skills). The study encompassed 305 students (166 girls) and applied a quantitative methodology employing two questionnaires: Scientifc Knowledge and Skills and Learning Preferences. Analysis of variance and multiple regressions revealed that the participants favored all four learning modalities, with a signifcant preference for learning via visual and sensorimotor means. Girls signifcantly preferred learning preferences via visuals and agency support. A signifcant correlation was found between the level of preference for learning science via auditory means and the students’ level of scientifc knowledge and skills. Hierarchical regression analysis showed a signifcant positive contribution of gender and preference for learning science via auditory means but no contribution of having a learning disability to the students’ level of scientifc knowledge and skills. The study results show the importance of implementing multi-faceted instructional strategies to address students’ diversity and learning preferences. Our fndings underscore the need for educators and policymakers to be attentive to the students’ voices when striving to narrow gaps, achieve equality among students, and elevate students’ knowledge and skills in science studies.