KARYA DOSEN Fakultas Ekonomi UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Learing Style Versus Teaching Style: Do They Impact on Accounting Students Academic Achivement?

laily Nujmatul

Abstrak


The purpose of this research was to determine if a significant difference of academic achievement exsted between accounting students' learning style and preferred lecturers' teaching style. The research was conducted at Economic Faculty of State University Of Malang. A total sample of 154 accounting student and 8 financial accounting lecturers participated in the research. A questionnaire adapted from liu and Gao (2005) was employed to determine preferred learning style, while PALS (Principles of Adult Learning Scale) developed by Conti (1989) was employed to determine teaching style. An independent sample t-test and two way anova were perfomed to anayze data. The result show that a significant difference of academic achivement do existed between accounting students' learning style and preferred lecturers' teaching style. Students with active learner tendencies have higher academic achievement than those with passive learner. Student who attend lecturers with learner-centered teaching style have higher academic achivement than student who attend lecturer with teacher-centered style. Moreover, students' academic achievement were higher when learning styles of students correspond to lecturers' teaching style.

Keyword: Learning Style, Teaching Style, Academic Achievement