Do Student Learning Preferences (VARK) Affect the Benefit of an Active-Learning Case in an Intermediate Accounting I Course Investigating Four Semesters?

• In Event: Session A: Teaching, Learning & Curriculum V

Abstract

An active-learning case for an Intermediate Accounting I course was investigated over four semesters with the same instructor at a southwest state university. The Financial Statement Analysis Case gave the students an opportunity to experience teamwork, prepare written reports, make oral presentations, evaluate other students, and receive peer review. There was a significant difference between the mean scores (p = .01) on Exam I (before Case) and on the Final Exam (after Case) during all four semesters. Also, a pre-test/post-test analysis was used to evaluate whether the Case was more beneficial for students with different learning preferences using the VARK learning preference inventory instrument [Fleming and Mills (1992)]. A high percentage of the students’ test results in each semester improved or remained the same for the “Read/Write Preference,” “Kinesthetic Preference,” and “Aural Preference” students. It appears that this Case is a good teaching method for students with various learning preferences.

Authors

• Judith A Sage, Texas A&M International University

• Lloyd G Sage, Texas A&M International University