Learning Preferences of Students Taking a Course in Integrated Course Study

Abstract

Inquiring into the student learning preferences is a good practice of teaching as it enables the lecturer to match the student’s learning needs. This case study of the final year students in Bachelor in Accountancy of the Universiti Teknologi MARA (Pahang) uses the Dunn learning style model (1993) which encompasses the assessment of environmental, emotional, sociological, physiological and psychological behaviours of 78 accounting students towards learning the subject matters. Results indicated that 90 % of the students prefer informal seating environment, 81 % show responsibility towards their own learning, 38 % learn without support from friends, 78 % study well while taking food or drinks, 60 % are left-brain learners and 96 % concentrate and stay focused in class. While majority are reflective, some 4 % of the students tend to be impulsive, careless and simply do tasks without considering whether they are on the right track. Having diverse learning preferences in Integrated Case Study class, some teaching and learning approaches were implemented to match the students learning preferences that include flip teaching, lecture followed by a role play, fieldwork to explore the topics in real life, problem solving through why and why analysis and think-pair-share strategy. Results of summative assessments show that 100 % of the students obtained a grade point average (GPA) of 3.00 and above for the given course as opposed to its counterpart. Thus, understanding and exploring the student learning preferences enable the lecturer to utilize effective teaching and learning strategies and approaches for better student learning and outcomes.