Gender Disparity in Learning Approaches and Academic Performance among Colleges of Education Students in Katsina State, Nigeria

This study investigated gender disparity in learning approaches and academic performance among Colleges of Education students in Katina state.  Ex-post facto design was used.  The study used 333 students as samples drawn from three tertiary institutions.  The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) was adopted to measure learning approaches, while academic performance was measured by students’ cumulative grade point average (CGPA). Cronbach Alpha, Spearman-Brown Coefficient and Guttman Split-Half Coefficient values of Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) were .51, .68 and.68 respectively. The statistic used to analyze the data was t-test for independent sample.  Two hypotheses were formulated and tested.  The study did not find any significant difference in the academic performance of male deep learners and female deep learners approach.  So also the study did not find any significant difference in the academic performance of male surface learners and female surface learners. It was recommended that teachers and college management should give proper orientation to new students about deep and surface learning approaches to studies as well as use of essay and objective test items as assessment tools throughout their programme.