Teaching Approaches Compatible with First-Year Accounting Student Teachers’ Learning Styles: Theoretical and Phenomenological Perspectives

Abstract

Premised on the theoretical assumptions of social constructivism and multiple intelligences, the purpose of this conceptual study was to investigate teaching approaches which are compatible with the learning styles of first-year accounting student teachers from a theoretical perspective. Being a conceptual study in nature, data was collected from a host of sources on learning styles, teaching approaches, social constructivism and multiple intelligences. The study established that while not all first-year accounting student teachers are able or do not prefer to learn everything in the same way, social constructivist centred approaches are highly compatible with most of the students’ learning styles. Based on literature verdicts, the study recommends the application of the principles of social constructivism in accounting lesson presentations. It is also recommended that accounting lecturers should orchestrate all teaching and learning activities around student needs and their learning styles. Furthermore, the findings from literature review provide a sound basis to recommend that students must always be at the centre of all teaching and learning, regardless of the pedagogical beliefs and preferred teaching approaches of the accounting lecturer.

Intelligent Student Relationship Management Platform with Machine Learning for Student Empowerment

“…The evidence emerging from recent studies has ignited the need to have a serious conversation about student empowerment and the importance of flexibility and course completion rates [23]. Student empowerment must occur through the digital and online teaching and learning model in higher education that has been exponentially increasing as a result of the COVID-19 pandemic [24] [25]. Empowerment, in this context, means empowering students with work and life skills involving information media, technology, and innovation.…”