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Academic Performance in Introductory Accounting: Do Learning Styles Matter?

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  • Lin Mei Tan
  • Fawzi Laswad

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.

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  • Lin Mei Tan & Fawzi Laswad, 2015. "Academic Performance in Introductory Accounting: Do Learning Styles Matter?," Accounting Education, Taylor & Francis Journals, vol. 24(5), pages 383-402, October.
    • Handle: RePEc:taf:accted:v:24:y:2015:i:5:p:383-402
    DOI: 10.1080/09639284.2015.1075315
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2016. "Accounting education literature review (2015)," Journal of Accounting Education, Elsevier, vol. 35(C), pages 20-55.
    2. Mohd Soffi Puteh* & Nurul Ezhawati Abdul Latif & Nooriha Mansor & Yusnaliza Hamid & Sunarti Halid & Zulkifli Ghazali, 2018. "Learning Approaches and Academic Performance," The Journal of Social Sciences Research, Academic Research Publishing Group, pages 746-752:6.
    3. Markéta Šeligová & Ivana Koštuříková, 2021. "Knowledge of Basic Accounting Issues of SBA Students and their View on the Qualification Level of Professional Accountants," European Financial and Accounting Journal, Prague University of Economics and Business, vol. 2021(1), pages 25-44.

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