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Learning styles and academic performance of 3rd year BS Accountancy Students in Management Advisory Services in Pamantasan ng Lungsod ng Maynila A.Y. 2015-2016 / Castillo, Marian Angeli P.; Fernandez, Jairmin Shaira C.; Gomez, John Michael S.; Nepomuceno, Ana Beni Camille B. and Tirones, Renee Rose D. 6

By: Castillo, Marian Angeli P.; Fernandez, Jairmin Shaira C.; Gomez, John Michael S.; Nepomuceno, Ana Beni Camille B. and Tirones, Renee Rose D. 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 201646Edition: Description: 28 cm. 126 ppContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- -- -- 20 -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Summary: ABSTRACT: Bostrom and Lasses (2006) stated that those who know their learning style will be able to define their progress. With the aim of identifying the most dominant learning style of 3rd year BSA students in the Pamantasan ng Lungsod ng Maynila (PLM) for the school year 2015-2016 and assessing whether a significant relationship exists between their learning styles and academic performance in Management Advisory Services (MAS) in the said university, this study makes use of the Honey and Mumford's (2000) Learning Style Questionnaire (LSQ) and the MAS midterm examination . Out of the total population of 161, a total of 118 students were selected as samples and out of the latter figure, 34 were male and 84 were female. The LSQ results revealed that 47% fell under the category of having an Activist learning style. With the MAS midterm examination as tool for measuring their academic performance, the gathered data showed that both male and female respondents scored poorly in the Theory portion. However, it can be noted that majority of the students performed very satisfactorily in the Problem part of the said examination. Furthermore, it was found out that a significant relationship exists between gender and learning styles with a computed Z-value of 3.3842 for female and for male, against the critical value of the absolute value of 1.96. In addition, it was asserted that only Theorists exhibit a significant difference in terms of academic performance. This implies that teachers should incorporate various strategies to achieve their objectives. Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Filipiniana Section	Filipiniana-Thesis	T HF5657.C37.2016 (Browse shelf)	Available		FT5697

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Thesis: (Bachelor of Science in Accountancy) - Pamantasan ng Lungsod ng Maynila, 2016. 56

ABSTRACT: Bostrom and Lasses (2006) stated that those who know their learning style will be able to define their progress. With the aim of identifying the most dominant learning style of 3rd year BSA students in the Pamantasan ng Lungsod ng Maynila (PLM) for the school year 2015-2016 and assessing whether a significant relationship exists between their learning styles and academic performance in Management Advisory Services (MAS) in the said university, this study makes use of the Honey and Mumford's (2000) Learning Style Questionnaire (LSQ) and the MAS midterm examination . Out of the total population of 161, a total of 118 students were selected as samples and out of the latter figure, 34 were male and 84 were female. The LSQ results revealed that 47% fell under the category of having an Activist learning style. With the MAS midterm examination as tool for measuring their academic performance, the gathered data showed that both male and female respondents scored poorly in the Theory portion. However, it can be noted that majority of the students performed very satisfactorily in the Problem part of the said examination. Furthermore, it was found out that a significant relationship exists between gender and learning styles with a computed Z-value of 3.3842 for female and for male, against the critical value of the absolute value of 1.96. In addition, it was asserted that only Theorists exhibit a significant difference in terms of academic performance. This implies that teachers should incorporate various strategies to achieve their objectives.

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