Differences in Perceived Value of Team Projects and Learning Styles of Accounting and Marketing Students
Abstract
This study investigates the learning styles of accounting and marketing students and, whether specific learning styles favour team projects. Based on a student sample from a Mid-Western University in the USA, our research indicates that marketing students are more active and visual learners than accounting students. In contrast, accounting students are more reflective, sensing, and sequential learners compared to marketing students. Our study also indicates that active learners and visual learners perceive higher value from participating in team projects. Overall, it appears that marketing students value team projects more than accounting Students. Our study also suggests that team projects are not for everybody. In general, marketing students value team projects more. When teaching an introductory marketing course, which is more likely to be a mix of students with different learning styles, educators may give team projects along with individual projects.
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References
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Pragman, C.; S. Bowyer & B. Flannery (2010). Using student feedback to assess team projects in a required, cross-disciplinary, undergraduate management course. Academy of Educational Leadership Journal, 14 (2), 85-101.
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Soloman, B. A., & Felder, R. M. (2000). Index of learning styles questionnaire. Retrieved October 1, 2017, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Tom, G., & Calvert, S. (1984). Learning style as a predictor of student performance and instructor evaluations. Journal of Marketing Education, 6 (2), 14–17.
Zywno, M. S. (2003). A contribution to validation of score meaning for Felder- Solomon’s index of learning styles. Proceedings of the 2003 American Society for Engineering Annual Conference and Exposition.
Alumran, J. I. (2008). Learning styles concerning gender, field of study, and academic achievement for Bahraini university students. Individual Differences Research, 6 (4), 303-316.
American Institute of Certified Public Accountants (AICPA) (2005), AICPA Core Competencies Framework for Entry into the Accounting Profession. AICPA: New York, NY.
Baker, R. E., J. R. Simon, & F. P. Bazeli (1986). An assessment of the learning style preferences of accounting majors. Issues in Accounting Education, 1 (1), 1-12.
Baldwin, L., & K. Sabry (2003). Learning styles for interactive learning systems. Innovations in Education and Teaching International, 40 (4), 325-340.
Brown, H. D. & R. C. Burke (1987). Accounting education: a learning-styles study of professional-technical and future adaptation issues. Journal of Accounting Education, 3, 187-206.
Bryant, S. M. & S. Albring (2006). Effective team building: guidance for accounting educators. Issues in Accounting Education, 21(3), 241–265.
Campion, M., G. Medesker, & A. Higgs (1993). Relations between work group characteristics and effectiveness: implications for designing effective work groups, Personnel Psychology, 46 (4), 823-847.
Clark, Sylvia D. & C. Latshaw (2012). Effects of learning styles/teaching styles and. Effort on performance in accounting and marketing courses. World Journal of Management, 4 (1), 67 – 81.
Felder, R. M., & Silverman, L. K. (1988). Learning styles and teaching styles in engineering education, Engineering Education, 78 (7), 674–681.
Felder, R. M. & Soloman, B.A., (1993) Index of learning styles questionnaire and scoring sheet. Available at: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/ILS.pdf (Accessed October 1, 2017)
Felder, Richard (1993). Reaching the second tier: learning and teaching styles in college science education. Journal of College Science Teaching, 23 (5), 286-290.
Felder, R. M., & Spurlin, J. (2005). Applications, reliability, and validity of the index of learning styles. International Journal of Engineering Education, 21(1), 103-112.
Field, Andy (2013). Discovering statistics using IBM SPSS Statistics: and sex and drugs and rock ‘n’ roll (4th edition). London.: Sage
Graf, S., SR Viola, T. Leo & Kinshuk (2007). In-depth analysis of the Felder-Silverman learning style dimensions. Journal of Research on Technology in Education, 40 (1), 79-93.
Hall, E. & D. Moseley (2005). Is there a role for learning styles in personalized education and training? International Journal of Lifelong Learning, 24 (3), 243-255.
Hawk, Thomas F. & A. Shah (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education 5 (1), 1-19
Henry, E. G. (2004). An exploratory study of learning styles among students taking an introductory accounting course. Journal of Accounting and Finance Research, 12 (1), 24-32
Karakaya, F., Ainscough, T. L., & Chopoorian, J. (2001). The effects of class size and learning style on student performance in a multimedia-based marketing course. Journal of Marketing Education, 23 (2), 84–90.
Kochunny, C. M., H. Rogers and A. Ogbuehi (1992). Maccoby's head/heart traits: marketing versus accounting students. Journal of Education for Business, 67 (2), 371-376.
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Litzinger, T. A., Ha Lee, S., Wise J.C., & Felder, R. (2005). A study of reliability and validity of the Felder-Solomon index of learning styles. Proceedings of the 2005 American Society for Engineering Education.
Loo, R. (2002). The distribution of learning styles and types for hard and soft business majors. Educational Psychology, 22 (3), 349-360.
McCorkle, D., J. Reardon, J. Alexander, N. Kling, R. Harris, & R. Iyer (1999). Undergraduate marketing students, group projects, and teamwork: the good, the bad, and the ugly. Journal of Marketing Education, 21 (2), 106-117.
Napier, N., & R. Johnson (2007). Technical projects: understanding teamwork satisfaction in an introductory information systems course. Journal of Information Systems Education, 18 (1), 39-48.
Noel, M. N., C. Michaels and M. Levas (2003). The relationship of personality traits and self-monitoring behavior to a student’s choice of a business major. Journal of Education for Business, 78 (3), 153-157.
Novin, A.M., Arjomand, L. H. & Jourdan, L. (2003). An investigation into the preferred learning styles of accounting, management, marketing and general business majors, Teaching and Learning, 18 (1), 24-31.
Nunnally, J. C., & I. H. Bernstein (1994). Psychometric theory. New York: McGraw-Hill.
Pragman, C.; S. Bowyer & B. Flannery (2010). Using student feedback to assess team projects in a required, cross-disciplinary, undergraduate management course. Academy of Educational Leadership Journal, 14 (2), 85-101.
Pringle, C. D., P. DuBose & M. Yankey (2010). Personality characteristics and choice of academic major: are traditional stereotypes obsolete? College Student Journal, 44 (1), 131-142.
Soloman, B. A., & Felder, R. M. (2000). Index of learning styles questionnaire. Retrieved October 1, 2017, from http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Tom, G., & Calvert, S. (1984). Learning style as a predictor of student performance and instructor evaluations. Journal of Marketing Education, 6 (2), 14–17.
Zywno, M. S. (2003). A contribution to validation of score meaning for Felder- Solomon’s index of learning styles. Proceedings of the 2003 American Society for Engineering Annual Conference and Exposition.
Published
2024-07-29
How to Cite
MADUPU, Vivek; GUNDERSON, Konrad.
Differences in Perceived Value of Team Projects and Learning Styles of Accounting and Marketing Students.
Journal of Accounting, Business and Management (JABM), [S.l.], v. 31, n. 1, p. 56-64, july 2024.
ISSN 2622-2167.
Available at: <https://journal.stie-mce.ac.id/index.php/jabminternational/article/view/775>. Date accessed: 24 nov. 2024.
doi: https://doi.org/10.31966/jabminternational.v31i1.775.
Section
Articles
