The relationship between learning styles and student performance in the Financial Accounting I Course at Sultan Idris Education University

Abstract

This study investigated the relationship between learning styles and academic achievement among students enrolled in the Financial Accounting I course at Sultan Idris Education University (UPSI). The study was guided by the VARK model, which categorizes learners into four primary modalities: Visual, Auditory, Reading/Writing, and Kinesthetic. Specifically, the research aimed to identify the dominant learning style among students, the difference in performance based on students’ gender, the difference in academic performance based on parents’ educational backgrounds, and analyze the relationship between learning styles and student achievement. Using quantitative survey design, data were collected from 62 respondents using a structured questionnaire adapted from Fleming’s VARK framework. The instrument demonstrated strong internal consistency, with a Cronbach’s Alpha coefficient of 0.866, confirming its reliability. Students’ official course grades were used to measure academic achievement. The results of the study revealed that the Reading/Writing style was the most dominant learning preference, followed by Kinesthetic, Visual, and Auditory. Independent sample t-tests indicated no significant difference in performance between male and female students, while one-way ANOVA revealed no significant differences based on parents’ educational background. Nevertheless, Pearson correlation analysis showed a significant positive relationship between multimodal learning styles and student achievement, particularly among those who combined Reading/Writing and Kinesthetic approaches. These findings reinforce the idea that students’ awareness of their learning styles can help improve academic outcomes and that flexible, multimodal learning approaches are more effective than relying on a single style. The study contributes to the growing body of research on accounting education by highlighting the need for educators to adopt diverse teaching strategies that align with student preferences while encouraging learners to expand their range of study methods. This research provides practical implications for students, lecturers, and educational institutions in shaping teaching and learning strategies that foster academic success in challenging disciplines such as accounting.