The Effect of MBTI Learning Style Preferences on Accounting Student Academic Achievement

Abstract

The purpose of this study is to determine how these MBTI learning styles impact the academic achievements of students as well as their preferred learning media, which may be onsite, online, or blended. It is very important to identify the various aspects of learning styles and their academic results in order to improve teaching methods. The study was carried out through quantitative analysis with SMART PLS methodology to define the connection between MBTI learning styles, academic achievement, and most sought learning models.  Surveys with the students are conducted to determine their learning style preferences and their academic achievements. The findings reveal that MBTI learning model preferences highly affects the selection of a learning model and achievement in school. On the other hand, the preferred learning model whether onsite, online or blended does not directly affect the academic performance of the students. This conclusion indicates that students’ academic achievements may be more dependent on the appropriateness of teaching methods to the students’ learning style rather than the manner in which teaching and learning is carried out. The study highlights the need for universities to adopt different MBTI learning styles for personalized learning in order to improve academic performance.