Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/2942
Title: Investigating relationship between Accounting students’ learning style preferences and their academic performance at a University of Technology in South Africa
Authors: Cekiso, Madoda 
Arends, Jeffery 
Mkabile, Bulelwa 
Meyiwa, Thenjiwe 
Keywords: Learning Style Inventory;Learning Approaches;Bacherlor of Educaiton;Divergers;Assimilators
Issue Date: 11-Oct-2017
Publisher: Taylor and Fancis Online
Source: Cekiso, M. et al. 2017. Investigating relationship between Accounting students’ learning style preferences and their academic performance at a University of Technology in South Africa. Journal of Social Sciences. 47(3): 211-217.
Abstract: The purpose of this study was to explore the association between accounting students’ learning style preferences and their academic performance at an institution of higher learning in South Africa. Kolb’s Learning Style Inventory (LSI) was used to identify the learning style preferences of the first, second and third year accounting students. The students’ academic performance for accounting was based on the scores obtained in the final examination assessment component. A purposeful sample of first, second and third year students registered for a Bachelor of Education degree were used in this study. The findings indicated that the majority of the first-year students were the convergers whereas the results for the second and third year students revealed that the majority were divergers. The results further revealed that the relationship between first year students’ learning styles and academic performance was significant whereas there was no significant relationship between second and third year students’ learning styles and their academic performance.
URI: http://hdl.handle.net/10321/2942
ISSN: 0971-8923
Appears in Collections:Research Publications (Academic Support)

Show full item record

Page view(s)

88
checked on Jul 22, 2018

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.