Describing the Learning Styles and Academic Performance of Accountancy Students

Abstract

This paper aims to describe the prevalent learning styles, emphasizing on the VAK (visual, auditory, and kinesthetic) learning model, among accountancy students from the second to fourth-year level and explore their relationship with academic performance. Findings revealed that visual learning style is the prevalent learning style among accountancy students with 130 learners. Overall, accountancy students with varying learning styles have favorable academic performance classified from “Good” to “Very Good”. This study implies that the favorable academic performance of the students may be dependent on their preferred learning styles. Further, this study suggests that the employment of teaching styles or approaches tailored to students’ learning styles in the class may aid in further improvement of the learning process and academic performance of the students and achieve a conducive and inclusive learning environment. The insights gained from this can serve as a foundation for optimizing teaching and learning methods and ensuring that accountancy students continue to excel in their chosen field of study. Limitations of this study include the absence of demographic factors such as age, gender, and other necessary factors and the lack of a correlational test.

Keywords

• learning styles
• academic performance
• accountancy students
• accounting