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

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Abstract
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.