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The Interaction of Teaching and Learning Styles
in the Second Introductory Accounting Course
Philip R. Olds,
Virginia Commonwealth University
Roxanne M. Spindle, Virginia Commonwealth University
Sandra J. Cereola, Virginia Commonwealth University
ABSTRACT. Students learn and professors teach in a variety of ways that are not always compatible. The amount of learning that takes place in the classroom may be a function of the both the student’s ability and the degree to which learning and teaching styles complement each other. In this study one group of students was taught by an instructor that preferred a traditional style of teaching. Another group was taught using in a cooperative learning environment. We measured students’ learning styles using the Index of Learning Styles (Felder and Soloman). Learning was measured using score on a common final exam. We found that grade in the first accounting course and scores on the active/reflective index of learning styles were significant predictors of learning. There were no main effects for teaching style. However we did find an interaction effect for active learners and the traditional teaching style.
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