Differences in academic performance through individual and cooperative learning according to learning styles: an experiment in an Bachelor’s degree in Accounting

Abstract

The present study is distinguished by including the theoretical lens of cooperative learning, to minimize possible differences in performance between the learning styles of students in the Bachelor’s degree in Accounting. The objective was to verify differences in academic performance, through Individual and Cooperative Learning, according to Learning Styles, in an Bachelor’s degree in Accounting, through an experiment. Regarding the methodology, this study is classified as an experimental research, which was used to identify learning styles, the model proposed by Felder-Silverman. Statistical tests, t test, analysis of post-experiments questionnaires, normality test, ANOVA and homogeneity of variance test were used. As a result, Hypothesis 1 was confirmed, in which a significant difference in performance was identified, between individual and cooperative learning, but Hypothesis 2 and 3 were rejected, which investigated differences in performance, between learning styles, and, the difference in performance between individual learning and cooperative learning. From the post-experiment, it was identified that individuals were uncomfortable with the activity, mainly because the choice of groups was random, which may have influenced the final performance.