EXPLORING THE IMPACT OF STUDENTS' LEARNING STYLE ON PERFORMANCE IN TAXATION

The findings of various studies regarding the association between students' learning style and academic performance are inconclusive. This study examines the association between learning style preferences and performance of students in an undergraduate taxation course at a large New Zealand university. An Instrument based on Kolb's Learning Style inventory was used to profile the learning styles of students as one of four learning groups: Converging, Diverging, Assimilating or Accommodating. The results indicated that the majority of the students were either Convergers or Assimilators and there were no significant differences in performance between the two learning style groups. These results suggest that as more and more educators adopt various approaches in teaching and engaging students in learning, tertiary students have the ability to adapt to different learning styles. Educators can certainly help students to learn by exposing them to varied learning styles.