Teaching in a Multimedia Cost Accounting Classroom: Do Learning Styles Matter?
Abstract
This study examines the relationship between students’ learning styles and their
satisfaction, confidence, and performance in a multimedia-enhanced, junior-level
cost accounting classroom. Understanding this relationship is an important step
toward understanding how learning occurs in different multimedia environments
and, therefore, how instructors can utilize multimedia tools best to further student
learning.
Marshall and Merritt’s (1986) Learning Style Questionnaire (LSQ) is used in this
study to measure learning style instead of Kolb’s more popular, but problematic,
Learning Styles Instrument. Our analysis indicates that the LSQ has very
promising statistical properties warranting more complete validity testing.
The findings of the hypothesis tests indicate a weak relationship between
students' learning styles and their confidence in their accounting knowledge,
skills and abilities. Specifically, students with the converger learning style
exhibited higher confidence than other learning styles. No relationship was
found between learning style and satisfaction or performance in the course,
suggesting that students of different learning styles are reasonably successful at
adapting to a multimedia cost accounting environment.
satisfaction, confidence, and performance in a multimedia-enhanced, junior-level
cost accounting classroom. Understanding this relationship is an important step
toward understanding how learning occurs in different multimedia environments
and, therefore, how instructors can utilize multimedia tools best to further student
learning.
Marshall and Merritt’s (1986) Learning Style Questionnaire (LSQ) is used in this
study to measure learning style instead of Kolb’s more popular, but problematic,
Learning Styles Instrument. Our analysis indicates that the LSQ has very
promising statistical properties warranting more complete validity testing.
The findings of the hypothesis tests indicate a weak relationship between
students' learning styles and their confidence in their accounting knowledge,
skills and abilities. Specifically, students with the converger learning style
exhibited higher confidence than other learning styles. No relationship was
found between learning style and satisfaction or performance in the course,
suggesting that students of different learning styles are reasonably successful at
adapting to a multimedia cost accounting environment.