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.