Learning styles, academic performance and teaching evaluation

• Published in: Revista Catarinense da Ciência Contábil Vol. 18; p. e2837
• Main Authors: Suzete Antonieta Lizote, Claudia Ribeiro Alves, Sayonara de Fátima Teston, Jaqueline Werner Olm
• Format: Journal Article
• Language: English
• Published: Conselho Regional de Contabilidade de Santa Catarina 01.06.2019
• Subjects: Curso de Ciências Contábeis; Inventário de Vark; Kolb
• ISSN: 1808-3781; 2237-7662
• DOI: 10.16930/2237-766220192837

Understanding learning styles becomes necessary to identify how learners concentrate, absorb, and transform information they receive into knowledge. This study aims to analyze the relationship between learning styles and academic performance in students of Accounting Sciences with the evaluation of teachers. The material to perform the descriptive and relational study with a quantitative approach was obtained with self-completion questionnaires with 257 Accounting Sciences students from all periods at a Community University of Southern Brazil. The statistical methods used were Student's t test, analysis of variance and correlation analysis. The results showed the predominance of the Auditory style (37.4%), followed by Kinesthetic (23.7%) in the Vark model and the Convergent (43.6%) followed by the Assimilative (40.1%) in the Kolb model (1984). The least represented were respectively the Visual (5.1%) and the Divergent (2.7%) style for these two models. The lowest performance styles were the Divergent, which had an average student grade of 7.28 and the Accommodative, with 7.47. Students' evaluation of teachers who teach the subjects in which these students are enrolled indicates that the years with lower performances evaluate teachers better and vice versa. Finally, the self-assessment that teachers made is statistically greater than the one made by the students about the teaching practices, however, the differences decrease as last year data are analyzed.