ERIC Number: EJ1107446
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Academic Performance in Introductory Accounting: Do Learning Styles Matter?
Tan, Lin Mei; Laswad, Fawzi
Accounting Education, v24 n5 p383-402 2015
This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results indicate that students' learning styles, after controlling for other variables, are associated with academic performance, particularly, in the final examination including both formats, multiple-choice questions and CRQs. Students who exhibit the "assimilating" learning style appear to perform better in some of the assessments than students with "diverging" or "accommodating" learning styles. The findings have implications for designing assessments to ensure that they are not biased towards particular learning styles which would improve their validity and fairness.
Descriptors: Accounting, Introductory Courses, Business Administration Education, Academic Achievement, Cognitive Style, Measures (Individuals), Achievement Tests, Multiple Choice Tests, Undergraduate Students, Statistical Analysis, Multiple Regression Analysis, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand
Identifiers - Assessments and Surveys: Learning Style Inventory