Academic Performance in Introductory Accounting: Do Learning Styles Matter?

Autor/inn/en	Tan, Lin Mei; Laswad, Fawzi
Titel	Academic Performance in Introductory Accounting: Do Learning Styles Matter?
Quelle	In: Accounting Education, 24 (2015) 5, S.383-402 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2015.1075315
Schlagwörter	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; New Zealand; Learning Style Inventory + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Einführungskurs; Schulleistung; Cognitive styles; Kognitiver Stil; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Ausland; Neuseeland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01