Learning style and its relationship to success in accounting courses
An Exploratory Study of the Impact of Learning Style, Gender and Race on Student Success in Accounting Courses
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Accounting faculty are frustrated by high failure rates. They are also not clear whether any learning is taking place in the classroom at all as the list of students who "just do not get it" grows. "People do learn from their experience(s), and the results of that learning can be reliably assessed and certified for college credit"(Kolb, 1984). Based on this idea,this study was conducted to determine the extent to which student learning styles vary and whether success in accounting courses is related to a student's preferred style of learning. The study's findings indicate that student learning...
Accounting faculty are frustrated by high failure rates. They are also not clear whether any learning is taking place in the classroom at all as the list of students who "just do not get it" grows. "People do learn from their experience(s), and the results of that learning can be reliably assessed and certified for college credit"(Kolb, 1984). Based on this idea,this study was conducted to determine the extent to which student learning styles vary and whether success in accounting courses is related to a student's preferred style of learning. The study's findings indicate that student learning styles are quite diverse and students who perceived that an accounting course was taught in the way in which they preferred to learn earned higher grades than students who did not. It appears that elements of the learning environment that are under teacher control may positively influence both the way students approach their study, and the learning outcomes they can achieve. Thus, accounting educators should be encouraged to make appropriate interventions in the classroom environment to improve the learning experiences of their students.
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