Learning and study strategies and engagement among Egyptian undergraduates: do gender and discipline matter?

Learning and study strategies and student engagement are key factors in achieving the intended learning outcomes. However, relatively little is known about these two concepts among Egyptian undergraduates as a function of gender (males/females) and discipline (science/humanities). This study investigates gender and discipline differences in learning and study strategies and student engagement among 522 Egyptian undergraduates. An adapted Arabic version of the Learning and Study Strategies Inventory–Second Edition (LASSI-II) and a Student Engagement Scale (SES) are used. Multivariate analyses of variance reveal the existence of main effects for gender only on the anxiety strategy and for discipline on six LASS: information processing, anxiety, attitude, motivation, study aids, and time management. There are also statistically significant interactions between gender and discipline on three LASS: anxiety, motivation, and self-testing. Results also show there are no statistically significant differences in behavioural, emotional, or cognitive engagement subtypes due to gender and discipline. Educational implications, limitations, and directions for future research are discussed.