Strategies playfull and learning styles: insights on the teaching of accounting

Abstract

This research aimed to examine if age, gender and learning style are related in the perception of accounting students when employing playful strategies. Data was collected via survey instrument developed by the authors based on Kolb's (1984) inventory, which was validated with Cronbach's alpha of 0.873. Intentional sample was composed by 206 Accounting graduate students registered in a federal university in Southern Brazil. Data analysis involved statistical techniques such as factor analysis, cluster analysis and nonparametric chi-square. Results show evidence that learning styles are related to students' perceptions regarding the use of playful strategies in class. As for age and gender variables, they did not show evidence of relationship. These results confirm the importance of considering learning styles when planning the teaching strategies to be adopted by Accounting professors.