Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/2942
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dc.contributor.authorCekiso, Madoda-
dc.contributor.authorArends, Jeffery-
dc.contributor.authorMkabile, Bulelwa-
dc.contributor.authorMeyiwa, Thenjiwe-
dc.date.accessioned2018-03-26T07:47:11Z-
dc.date.available2018-03-26T07:47:11Z-
dc.date.issued2017-10-11-
dc.identifier.citationCekiso, 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.en_US
dc.identifier.issn0971-8923-
dc.identifier.urihttp://hdl.handle.net/10321/2942-
dc.description.abstractThe 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.en_US
dc.format.extent6 pen_US
dc.language.isoenen_US
dc.publisherTaylor and Fancis Onlineen_US
dc.subjectLearning Style Inventoryen_US
dc.subjectLearning Approachesen_US
dc.subjectBacherlor of Educaitonen_US
dc.subjectDivergersen_US
dc.subjectAssimilatorsen_US
dc.titleInvestigating relationship between Accounting students’ learning style preferences and their academic performance at a University of Technology in South Africaen_US
dc.typeArticleen_US
dc.dut-rims.pubnumDUT-005757en_US
dc.description.availabilityCopyright: 2017. Taylor & Francis Online. Due to copyright restrictions, only the abstract is available. For access to the full text item, please consult the publisher's website. The definitive version of the work is published in Journal of Social Sciences, Vol 47, No 3. Pp 211-217. https://doi.org/10.1080/09718923.2016.11893561en_US
item.grantfulltextnone-
item.fulltextNo Fulltext-
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