Gender Differences in Cognitive Learning Strategies in Pakistani Schools: Implications for Educational Practices

Abstract

This research analyzes gender equality in cognitive learning approaches among students in schools in Multan, Pakistan, and assesses their educational futures. The study seeks to evaluate how these variations affect students' educational prospects and suggests recommendations to cater this gap. The study examines gender differences in learning strategies influenced by access to resources, culture, and teaching styles by applying Vygotsky’s sociocultural theory of cognitive development and learning strategies among male and female students. Structural data analysis tools such as standardized cognitive assessment tests, questionnaires, and interviews with urban and rural school students, teachers, and academic administrators are employed. These tools provide a comprehensive view of the cognitive approaches used by male and female students. The findings reveal that female students tend to engage more in cooperative learning and verbal communication, while male students demonstrate stronger inclination towards visual thinking. These gender-based cognitive differences highlight the need for gender-sensitive teaching models acclimating diverse cognitive patterns in educational access and cultural influences. The study suggests that effective interventions and policies in the Pakistani education system should address gender disparities in education and cognitive achievement.