Exploring the alignment of teaching methods to students learning styles in the accounting curriculum
| dc.contributor.author | Semoko, Bokang F | |
| dc.contributor.supervisor | Motebang, Bonane | |
| dc.date.accessioned | 2026-06-04T10:39:53Z | |
| dc.date.available | 2026-06-04T10:39:53Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | The accounting syllabus aims to equip learners with practical accounting skills and competencies essential for both employment and further studies. However, since 2019, Accounting results have shown a persistently high failure rate. To enhance learners' success and facilitate the attainment of these objectives, it is crucial to ensure that teaching methods align with students' preferred learning styles. This study explores the alignment between teaching methods and learning preferences within the accounting curriculum, drawing on Fleming's (2006) VARK model, which categorises learning styles based on sensory preferences. A mixed methods approach was employed using a case study design, grounded in the pragmatism paradigm. Data were collected from a sample of 20 students and four teachers across two schools through questionnaires, interviews, focus group discussions, and document analysis. The findings revealed that accounting learners predominantly favour the read-and-write learning style, while teachers primarily use explanation and demonstration techniques in their instruction. The study concludes that there is an alignment between teaching methods and learning styles in the accounting curriculum. Future research could further explore skills development within VARK learning modalities to enhance instructional effectiveness. | |
| dc.description.sponsorship | National Manpower Development Secretariat | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14155/2277 | |
| dc.publisher | National University of Lesotho | |
| dc.title | Exploring the alignment of teaching methods to students learning styles in the accounting curriculum |