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Introduction
Over the decades, researchers have been studying on human learning that actually
explained with pilot idea as how the behaviorist pioneer see it until more contemporary beliefs
such as in socio-behaviorism, socio-cognitive and few more. All these studies entailed for a
both teachers and students responsibility when learning process takes place.
Learning does not take the same method across different subject matter. Researchers
found similar and contrasting findings in investigating learning styles. Learning styles could be
simply explained as in Fleming V-A-K learning styles models, to Filder & Silverman (1988)
Learning Style Model, to many other hybrid learning styles model, waiting to be proven which
one is the most accurate to describe human learning. The researchers believe that the process of
learning takes place differently depending on the subject matter learnt. As for example, an
indivdual learning history could possibility more engage in learning that involves more cognitive
ability rather than kinesthetic, and one who learns science could possibility like realistic
Not just learning, teachers teaching style could possibly be related as reasons for an
effective learning process to occur. Teaching styles has a lot of variety yet there is not vivid and
robust guidelines to determine whether one teaching style is superior than the other. Teaching
style yet could also develop, refined, and learnt as teachers practice over the years. This could
simply explain the reasons for even commoners observation that usually, expert teachers are
likely the ones who have gained some years in teaching experience compared to freshie teachers.
Regardless of this opinion, Mete & Bakir (2016) found out that there is no significant difference
between teaching styles preference by teachers to the years they serve in teaching. Therefore, this
statement could also be doubted. Sometimes, teachers adjust their teaching styles to suit their
students diversity. Among famous teaching styles inventory that widely used are Grasha &
cooperation from both teachers and students. Gardner had developed the idea of multiple
intelligences where people are being regarded as having certain domain that they are more
inclined to or as their best field. In this study, people (students) are regarded as having their best
ability in logical-mathematical domain which is then the reason they are enrolled in accounting
course.
As mentioned before, teachers may adjust their teaching styles according to the audience
they have. The audience, referred to as students in this study, come from various background
thus various learning styles and strategies they prefer. Many researches had studied on students
learning styles in various subjects (Shuib & Azizan, 2015; Lee & Kim, 2014; Arikpo & Grace,
2015; Krisnan, 2016). The researches mentioned however were just few examples of too many
researches which were done using different types of learning styles inventory. As for example,
Felder & Solomon (2006) in discussing Felder-Silverman Learning Styles model mentioned that
students could prefer types of information they receive in different dimension, namely; sensing
and intuitive. Students who prefer information to receive in sensing dimension are likely to like
practical and hand-on activity meanwhile students who prefer intuitive input are likely to favour
task given in details. Based on the discussion provided, it could be assumed that teachers, once
are acquainted to their students types of learning styles and preference, would as well adapted or
Regardless of just perceptual teaching styles teachers may adapt, there are variety of
other ways teachers may adapt as for example, teaching styles in favor to cater student-centred
subject, teacher leads the class providing all materials and directing every lesson and
reinforcement exercise resulting to very traditional atmosphere classroom. On the other hand,
for student centred learning, teacher may act more as facilitator thus encouraging students for
their classroom-discovery and applying theoretical lesson in accounting right away to practical
application rather than just normal reinforcement exercise and teacher talk lessons.
Based on this situation, the researchers would like to investigate students preference for
(hands-on) in accounting subjects and hence, their preference to teachers teaching style with their
Many previous literature sought by us presented data on either teaching styles preferences
examined among teachers or learning styles favored by students. In fact many previous
researches as well laid out information on these two concepts in the lens of quantitative research
which means preference of teaching styles and students were determined through structured
items that was questionnaire survey which developed by trusted and accredited researchers. Not
Notwithstanding with the limitation, we carried out this research to investigate students
preference on teaching styles adopted by their teachers. Therefore, this study has the purpose to
investigate if there is diversity in students preference towards the teaching styles practised by
their teachers specifically in accounting subject in the lens of qualitative researcher. Based on the
findings that would then soon revealed, the researchers also had the purpose to investigate if
there is connection between students preference on teacher teaching style and their performance
in accounting subject.
RQ 2: Is there any relationship between perceived teachers teaching style in accounting subject
This study is seen to be giving new insights or validating some opinions on teaching
practices among teachers teaching accounting subject. Nevertheless, this study could also be
helpful for policy makers, text-book, or subject module developers to reorganize, reconstruct,
improvise, or notwithstanding all these, to reinforce module and suggestions of teaching
Traditional teaching style in this study refers to teacher talk teaching style where lesson in
Hands-on teaching style in this study refers to teaching style that is as student-centred learning
Literature Review
style, Grasha & Reichmanns Teaching Style Model (Grasha, 2002) was used as guidance to
determined teachers tendency. In this Grasha & Reichmanns Teaching Style Model, teachers
teaching style are described as employing high, moderate, or low level of certain types of
teaching styles. Teachers are grouped as those who prefer formal authority; facilitator, expert,
personal model, and delegator teaching styles. As for those who prefer formal authority, they
usually focus on the way to carry out task properly. On the other hand, teachers who favor
facilitator teaching styles usually try to enhance student-teacher interaction hence encouraging
students to become independent in their learning. Teachers who prefer expert teaching styles on
the other hand focus on getting information or transferring information across from them to
students to prepare students for assessments, meanwhile teachers who inclined to personal model
teaching styles encourage students to follow their guidance. Last but not least, for delegator
teachers, they prefer to provide guidelines to lead students to achieve self-autonomous learning.
Mete & Barkir (2016) studies teachers teaching style preference using this model on science
teacher. It was found out that most of the respondents displayed preference to the combination of
as facilitator, personal model, and expert, as well as representative, facilitator, and expert.
However, it was found out that teaching styles preferred was not significant by gender or
professional seniority. Earlier study by Phng, Ming, & Nambiar (2015) based on a mini study of
qualitative study found out that teacher in their study had displayed moderate preference for the
facilitator, formal authority, expert, & delegator teaching styles and had little incline to personal
model. It was also noted that teachers teaching style have sometimes positive impact on students
which meant that not all the time the teaching style brought positive effect to the students.
Regardless of this kind of teaching styles, this study is also looking on other means of
teaching styles as we mentioned in the previous part; traditional and hands-on teaching style
which teacher might likely to adapt. In some studies, traditional teaching style is discussed
together with ICT integrated teaching style (Norngainy Mohd Tawil et al., 2013, Krisnan, 2016).
learning, it was found out that students preferred to choose to study in traditional method rather
than being integrated with ICT. Krisnan (2016) on learning mathematics also found out that
students prefer face-to-face learning rather than ICT integrated or hybrid of face-to-face- and
ICT integrated. Taplin, Kerr, & Brown (2016) on accounting students also found out the same
matter where students prefer face-to-face meeting rather than web-based teaching.
With regards to the question whether students prefer teacher-centred teaching styles of
student-centred teaching styles, Taplin et al. (2016) again found out that students to prefer
many researches on learning styles had been developed by other scholars such as Kolb, Fleming,
Grasha & Reichmann, and so on. However, in our opinion, the most common and popular
learning styles is usually referred to the VAK inventory as this inventory only mentioned on the
focus of visual, audio, and kinesthetic role in learning. This is popular probably due to the ease to
understand the terms used even among commoners who do not study pedagogical theory.
Keefe (1979) mentioned that learning styles serve as relatively stable indicators of how
learners perceive, interact with, and respond to learning environment. According to Kolb et al.
(2001), learning styles are influenced by personality types, educational specialization, career
choice, and current job, and task. All these factors are in respond as the result of learning
environment which a learner perceives thus influence their preference of learning styles.
This study does not focus on learning styles, therefore, there will be brief literature
review done on learning styles for it is sufficient for the readers to understand the concept of
learning styles and the evolution to measure learning styles over the decade. As mentioned,
among the pioneers in learning styles would be Rita Dunn. Rita Dunn and Dr. Kenneth Dunn re-
developed the learning styles inventory based on their original version in 1978 which later
together with Dr. Gary E. Price, they developed a new learning styles inventory in 1989. The
inventory consisted of 21 elements or components which are then divided into five;
motivation, responsibility, persistence, and need for structure; sociological - learning groups,
Meanwhile, Neil Flemming introduced the VAK model that indicated V for visual, A for
audio, and K for kinesthetic. This model is widely used due to the ease to decode its findings.
Felder & Silverman learning styles model on the other hand described a more extensive
learning style preferences that was discussed with reference to four dimensions;
sensing/intuitive dimension, it refers to the types of information that students prefer to receive;
visual/verbal refers to the sensory channel students inclined more to take information;
active/reflective refers to how students process the information they received, and lastly
sequential/global refers to students progress towards understanding a lesson taught. Based on this
learning styles inventory, Mimi Mohaffyza et al. (2013) found out that learners who were noted
as active learners learn best by working with the learning materials and attempting to practise
lesson meanwhile reflective learners prefer to give a thought on their learning materials then
followed by their reflection on what to attempt. In addition to this, however in terms of language
learning, it was found out by Munir Shuih & Siti Norbaya Azizan (2015) that students were
inclined to both sensing/intuitive dimension although few male students were found to favor
In terms of preference of learning styles in accounting subject, Montano et al. (2010) who
studied on preference of learning strategy and styles among Greek, Spain, and UK students
found out that students in Greek and Spain to adapt more deep approach learning strategy and are
more intrinsically motivated in accounting subject. Meanwhile, there was no difference found in
deep approach learning strategy scores between gender among Spanish students. OLeary &
Stewart (2013) found out that students inclined to opt passive learning styles in learning
accounting ethics. In later studies by Cameron et al. (2015), it was still found that accounting
students to prefer passive learning styles. In addition to this, they also found that matching
learning styles to teachers teaching style, educational usefulness in accounting was found high.
2.3 Theoretical framework of the study
This study is guided by the theory of multiple intelligences proposed by Howard Gardner
(1983). As the theory proposed, intelligence may comprised of eight domains namely; spatial,
naturalistic. Based on this, it is believed that for learning to occur effectively, students preference
or inclination towards any of these domains should play a role. Despite just that, the preference
thus then influence students learning styles which should be regarded by teachers when
executing lesson. Thus, teachers could possibly take into account the differences students might
3. Chapter 3
1. Research Design
3. Sampling Method
4. Instrument
5. Procedure
6. Data Analysis
7. Summary
3. Chapter 4
3. Chapter 5
References