Abstract

Accounting educators have utilized Kolb's Learning Style Inventory (LSI) in the assessment of accounting students and the accounting curriculum. This study extends these earlier works by examining the effect of student and instructor learning style, as measured by the revised 1985 LSI, on introductory course performance and ratings of satisfaction with both the course and the instructor.

The results indicate no significant effect of student/teacher learning style interaction on final course grade or students' ratings of satisfaction. However, instructors having a convergent learning style were given significantly higher satisfaction ratings regardless of student learning style.

Document Type

Article

Publication Date

Fall 1992

Publisher Statement

Copyright © 1992 Marshall A. Geiger. First publication rights: Accounting Educators' Journal. This article first appeared in The Accounting Educators' Journal IV, no. 2 (Fall 1992): 86-101.

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