The Relationship Between Student Learning Style and Performance on Various Test Question Formats

This article reports on an assessment of the relationship between accounting students' scores on the Kolb learning style inventory (LSI) continuums—the abstract-to-concrete and the active-to-reflective continuums—and the students' performance on different accounting examination formats. We examined four formats, those of multiple-choice theory, multiple-choice quantitative, open-ended theory, and open-ended quantitative. Along with the two learning style continuum variables, the model included sex, age, and accounting GPA. A hierarchical multiple regression analysis indicated that a learning style variable was significant for performance on each format except the multiple-choice quantitative format.