An Exploration of Learning Styles and Approaches for the Academic Success of First-year Accounting Students – A Case Study of a Rural University of Technology in South Africa

This empirical study explored the challenges related to learning styles and teaching approaches that influence the academic success of first-year accounting students. The major challenge first-year accounting students face is that their learning styles do not resonate well with their lecturers’ teaching styles, leading to poor academic performance during assessments. The study was based was the Lev Vygotsky’s theory of Social Constructivism. This qualitative study adopted an interpretive paradigm, with the participation of five first-year accounting students. Interviews were used to collect data from the research participants, and a thematic approach was employed to analyse the collected data. The participants responded to the research question – What challenges hinder learning styles and approaches to teaching first-year accounting students, and how can these challenges be mitigated? The study found that, despite lecturers’ teaching efforts to accommodate students’ learning styles, overcrowded classes hinder the resonance of these learning styles and teaching approaches as efforts that could improve the academic performance of first-year Accounting students. In light of these findings, the study recommends that lecturers consider collaborative discussions as best practice in teaching first-year accounting students. The study recommends various teaching methods, such as interpersonal and interactive learning, to accommodate the diverse learning styles of the students. The study champions innovative teaching approaches that improve engagement and motivation, achieve quality education, and nurture an informed and skilled generation capable of contributing to a sustainable future, improving educational outcomes and fostering a positive learning environment. Keywords: Accounting, Learning Styles, Teaching Approaches, Student Teachers, First Year, Social Constructivism.