Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: a comparative analysis

Abstract

Individuals learn in different ways, using several learning styles, but lecturers may not always present information and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with the course of study, personal discouragement and underperformance. The learning styles of 735 undergraduate Accounting students and the teaching styles of 46 lecturers from one United Kingdom and one South African university were empirically surveyed, using the Felder‐Solomon Index of Learning Styles questionnaire to consider the students’ learning styles, and an adaptation of the questionnaire to analyse the lecturers’ teaching styles. The study compared learning and teaching styles between two universities in two different countries and then examined possible matches/mismatches between learning and teaching styles. Little mismatch was found (p‐values smaller than 0.3). Other results are discussed and recommendations are made in relation to understanding and meeting students’ learning needs and the needs of professional bodies.

Citation

Visser, S., McChlery, S. and Vreken, N. (2006), "Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: a comparative analysis", Meditari Accountancy Research, Vol. 14 No. 2, pp. 97-112. https://doi.org/10.1108/10222529200600015