Associações entre estilos de aprendizagem, preferências por metodologias ativas e gerações dos discentes de graduação em Contabilidade

Abstract

In the teaching-learning process students can learn in different ways and use different methods to process information and teachers can also vary their teaching methods. By knowing the different learning styles of students, it is possible to develop appropriate teaching methods and techniques, in addition to assisting in choosing the best context for the application of active methodologies and, thereby, improving the quality of the teaching and learning process. Generations of students have changed their behavior over time, which may indicate the possibility of differences in the learning styles of the generations. In addition, new teaching methodologies can favor the involvement of generations in the teaching-learning process. Thus, the objective of this study is to identify and analyze the association between learning styles, preferences for active methodologies and generations of students in the face-to-face undergraduate courses in Accounting. The students data were collected through the application of an online questionnaire to which 838 responses were obtained. Data analysis was performed descriptively and using simple and multiple correspondence analysis techniques to verify the associations between the studied variables. Most students in the sample belong to generations Z (74%) and Y (19.8%). The results demonstrated the existence of an association between visual, active, global and intuitive learning styles, the preference for active methodologies in the categories of Problematization, Use of Art, Dynamics and Strategies Based on Exposure, the non-preference for the Traditional methodology and the Z generation. An association was also found between the sequential style, the preference for the Traditional methodology, the non-preference for the active methodologies of the categories Use of art, Strategies Based on Exposure, Problematization and Dynamics and the generation Y. The joint analysis of these three elements can contribute to the improvement of the teaching-learning process, enhancing the development of the hard skills and soft skills required of the accounting professional.