11025

11025

General Session

**The Impact of Learning Styles on Academic Achievement in Web-based Principles of Accounting Courses**
Maureen Flores, Troy University Montgomery, Alabama, USA, mkflores@troy.edu Mary Dereshiwsky, Northern Arizona University, Flagstaff, Arizona, USA, statcatmd@hotmail.com

This study investigated university-level students enrolled in Web-based Principles of Accounting I classes, with a focus on student learning style as defined by Dunn and Dunn’s Learning Style Inventory. The total population when the PEPS was administered consisted of all students enrolled in ACT2291: Principles of Accounting during term 4, 2010, at the Ecampus Department of Troy University. Registered, active students in all four sections of ACT2291 were asked to participate in the study. The results of this study may help administrators better understand the online learning experience by providing more insight into academic success in Web-based accounting classes according to student learning style preferences. To test this relationship, a discriminant analysis was conducted to determine what variables should be combined in what manner to discriminate among academic achievement groups. This study focused on the successful versus unsuccessful academic achievement of students in the online learning environment. Results will also offer professors insights into helping students attain their learning goals through appropriate course design. Finally, students will be able to assess their personal academic success capability in the online learning environment.

All Audiences online learning, student learning style, motivation, academic achievement