The Interaction between Accounting Students- Preference, Teaching Methodology and Performance
This paper examined the influence of matching
students- learning preferences with the teaching methodology
adopted, on their academic performance in an accounting course in
two types of learning environment in one university in Lebanon:
classes with PowerPoint (PPT) vs. conventional classes. Learning
preferences were either for PPT or for Conventional methodology. A
statistically significant increase in academic achievement is found in
the conventionally instructed group as compared to the group taught
with PPT. This low effectiveness of PPT might be attributed to the
learning preferences of Lebanese students. In the PPT group, better
academic performance was found among students with
learning/teaching match as compared with students with
learning/teaching mismatch. Since the majority of students display a
preference for the conventional methodology, the result might
suggest that Lebanese students- performance is not optimized by PPT
in the accounting classrooms, not because of PPT itself, but because
it is not matching the Lebanese students- learning preferences in such
a quantitative course.
[1] M. A. Wratcher, E. E. Morrison, V. L. Riley, and L. S. Scheirton, L. S.
Curriculum and program planning: A study guide for the core seminar.
Fort Lauderdale, Fla.: Nova Southeastern University. Programs for
higher education, 1997
[2] R.M. Felder, "Reaching the second tier: Learning and teaching styles in
college science education," Journal of College Science Teaching, vol.
23, no. 5, pp. 286-290, 1993.
[3] J. Blackmore, "Pedagogy: Learning styles", 1996, Retrieved from
http://granite.cyg.net/~jblackmo/diglib/styl-a.html
[4] J. Hayes, J and C.W. Allinson, "Cultural differences in the learning
styles of managers," Management International Review, vol. 28, pp.
75-80, 1988.
[5] G.H. Hofstede, Culture and organization: Software of mind. New York,
NY: McGraw Hill. 1997.
[6] Y. Yamazaki, "Learning styles and typologies of cultural differences: A
theoretical and empirical comparison," International Journal of
Intercultural Relations, vol. 29, pp. 521-548, 2005
[7] M. Ioakimidis, and B. Myloni, "Good fences make good classes: Greek
Tertiary students- preferences for instructor teaching method".
International Online Journal of Educational Sciences, vol. 2, no. 2, pp.
290-308, 2010
[8] R.M. Felder and L.K. Silverman, "Learning and teaching styles in
engineering education," Journal of Engineering Education, vol. 78, no.
7, pp. 674-681, 1988.
[9] T.J. Shuell, "Cognitive Conceptions of Learning," Review of
Educational Research, pp. 411 - 436, Winter 1986.
[10] L. C. Sarasin, Learning style perspectives: Impact in the classroom.
Madison,WI: Atwood, 1998.
[11] R.M. Felder, G.N. Felder, and E.J. Dietz, "The effects of personality on
engineering student performance and attitudes," Journal of Engineering
Education, vol. 9, no.1, pp. 3-17, 2002.
[12] S. D. Beets, and P.G. Lobingier, "Pedagogical techniques: Students
performance and preferences," Journal of Education for Business, vol.
76, no. 4, pp. 231-235, 2001
[13] J.B. Butter, and R.D. Mautz, "Multimedia presentations and learning: A
laboratory experiment". Issues in Accounting Education, pp. 259-280,
Fall 1996.
[14] R.L. Ott, M.H. Mann, and C. T. Moores, "An empirical investigation
into the interactiveeffects of student personality traits and method of
instruction (lecture or CAI) on student performance in elementary
accounting," Journal of Accounting Education, vol. 8, pp17-35, 1990.
[15] R.B. Kozma, "Learning with media," Review of Educational Research,
pp. 179- 211, Summer 1991
[16] P. Auyeung, and J. Sands, "A cross cultural study of the learning style
of accounting students," Accounting and Finance, vol. 36, pp. 261-274,
1996.
[17] T. Jackson, "European management learning: A cross-cultural
interpretation of Kolb-s learning cycle," Journal of Management
Development, vol. 14, no. 6, pp. 42-50, 1996
[18] C. I. Barmeyer, "Learning styles and their impact on cross-cultural
training: An international comparison in France, Germany and Quebec,"
International Journal of Intercultural Relations, vol. 28, pp. 577-594,
2004.
[19] S. E. Severiens, and G.T.M. Ten Dam, "Gender differences in learning
styles: A narrative review and quantitative meta-analysis," Higher
Education, vol. 27, no. 4, pp. 487-501, 1994.
[20] S. Montgomery, "Addressing diverse learning styles through the use of
multimedia: material and energy balance (Published Conference
Proceeding style)," in Proc. 25th ASEE/IEEE Frontiers in Educ. Conf.,
Atlanta, USA, 1995.
[21] R.E. Jensen, and P.K. Sandlin, "Why do it? Advantages and dangers of
new waves of computer-aided teaching/instruction," Journal of
Accounting Education, vol. 10, pp. 39-60, 1992.
[22] R.E. Clark, "Reconsidering research on learning from media," Review
of Educational Research, pp. 445-459, Winter 1983.
[1] M. A. Wratcher, E. E. Morrison, V. L. Riley, and L. S. Scheirton, L. S.
Curriculum and program planning: A study guide for the core seminar.
Fort Lauderdale, Fla.: Nova Southeastern University. Programs for
higher education, 1997
[2] R.M. Felder, "Reaching the second tier: Learning and teaching styles in
college science education," Journal of College Science Teaching, vol.
23, no. 5, pp. 286-290, 1993.
[3] J. Blackmore, "Pedagogy: Learning styles", 1996, Retrieved from
http://granite.cyg.net/~jblackmo/diglib/styl-a.html
[4] J. Hayes, J and C.W. Allinson, "Cultural differences in the learning
styles of managers," Management International Review, vol. 28, pp.
75-80, 1988.
[5] G.H. Hofstede, Culture and organization: Software of mind. New York,
NY: McGraw Hill. 1997.
[6] Y. Yamazaki, "Learning styles and typologies of cultural differences: A
theoretical and empirical comparison," International Journal of
Intercultural Relations, vol. 29, pp. 521-548, 2005
[7] M. Ioakimidis, and B. Myloni, "Good fences make good classes: Greek
Tertiary students- preferences for instructor teaching method".
International Online Journal of Educational Sciences, vol. 2, no. 2, pp.
290-308, 2010
[8] R.M. Felder and L.K. Silverman, "Learning and teaching styles in
engineering education," Journal of Engineering Education, vol. 78, no.
7, pp. 674-681, 1988.
[9] T.J. Shuell, "Cognitive Conceptions of Learning," Review of
Educational Research, pp. 411 - 436, Winter 1986.
[10] L. C. Sarasin, Learning style perspectives: Impact in the classroom.
Madison,WI: Atwood, 1998.
[11] R.M. Felder, G.N. Felder, and E.J. Dietz, "The effects of personality on
engineering student performance and attitudes," Journal of Engineering
Education, vol. 9, no.1, pp. 3-17, 2002.
[12] S. D. Beets, and P.G. Lobingier, "Pedagogical techniques: Students
performance and preferences," Journal of Education for Business, vol.
76, no. 4, pp. 231-235, 2001
[13] J.B. Butter, and R.D. Mautz, "Multimedia presentations and learning: A
laboratory experiment". Issues in Accounting Education, pp. 259-280,
Fall 1996.
[14] R.L. Ott, M.H. Mann, and C. T. Moores, "An empirical investigation
into the interactiveeffects of student personality traits and method of
instruction (lecture or CAI) on student performance in elementary
accounting," Journal of Accounting Education, vol. 8, pp17-35, 1990.
[15] R.B. Kozma, "Learning with media," Review of Educational Research,
pp. 179- 211, Summer 1991
[16] P. Auyeung, and J. Sands, "A cross cultural study of the learning style
of accounting students," Accounting and Finance, vol. 36, pp. 261-274,
1996.
[17] T. Jackson, "European management learning: A cross-cultural
interpretation of Kolb-s learning cycle," Journal of Management
Development, vol. 14, no. 6, pp. 42-50, 1996
[18] C. I. Barmeyer, "Learning styles and their impact on cross-cultural
training: An international comparison in France, Germany and Quebec,"
International Journal of Intercultural Relations, vol. 28, pp. 577-594,
2004.
[19] S. E. Severiens, and G.T.M. Ten Dam, "Gender differences in learning
styles: A narrative review and quantitative meta-analysis," Higher
Education, vol. 27, no. 4, pp. 487-501, 1994.
[20] S. Montgomery, "Addressing diverse learning styles through the use of
multimedia: material and energy balance (Published Conference
Proceeding style)," in Proc. 25th ASEE/IEEE Frontiers in Educ. Conf.,
Atlanta, USA, 1995.
[21] R.E. Jensen, and P.K. Sandlin, "Why do it? Advantages and dangers of
new waves of computer-aided teaching/instruction," Journal of
Accounting Education, vol. 10, pp. 39-60, 1992.
[22] R.E. Clark, "Reconsidering research on learning from media," Review
of Educational Research, pp. 445-459, Winter 1983.
@article{"International Journal of Business, Human and Social Sciences:52245", author = "Dorine M. Mattar and Rim M. El Khoury", title = "The Interaction between Accounting Students- Preference, Teaching Methodology and Performance", abstract = "This paper examined the influence of matching
students- learning preferences with the teaching methodology
adopted, on their academic performance in an accounting course in
two types of learning environment in one university in Lebanon:
classes with PowerPoint (PPT) vs. conventional classes. Learning
preferences were either for PPT or for Conventional methodology. A
statistically significant increase in academic achievement is found in
the conventionally instructed group as compared to the group taught
with PPT. This low effectiveness of PPT might be attributed to the
learning preferences of Lebanese students. In the PPT group, better
academic performance was found among students with
learning/teaching match as compared with students with
learning/teaching mismatch. Since the majority of students display a
preference for the conventional methodology, the result might
suggest that Lebanese students- performance is not optimized by PPT
in the accounting classrooms, not because of PPT itself, but because
it is not matching the Lebanese students- learning preferences in such
a quantitative course.", keywords = "Accounting education, learning preferences,
learning/teaching match, Lebanon, Student performance.", volume = "6", number = "6", pages = "1143-7", }
