Análise relacional dos estilos de aprendizagem dos alunos versus métodos de ensino dos professores no curso de Ciências Contábeis da Universidade Federal de Campina Grande.

Abstract

This study aimed to investigate the relationship between the styles and teaching methods used by the Accounting course teachers of the Federal University of Campina Grande (UFCG) with the learning styles of their students. This was a descriptive and exploratory research with quantitative and qualitative analysis, consisting of a sample of 19 teachers and 134 students of Accounting UFCG. The instrument for data collection included a questionnaire with teachers, which was divided into three parts (profile, teaching methods and inventory Kolb) and a questionnaire administered to the students, containing two parts, (profile and inventory Kolb) . The main results were: according to the theory of Kolb, the predominant learning style among the students in this study was Assimilating (53%). Among the teachers of the course, it was noticed a high rate of teachers aged between 33 and 40 years with Masters titration (58%) and doctorate (16%) and average length of professional experience 6-10 years. Among the teachers the predominant learning style is the Convergent. It was found that the teaching methods used by teachers of this research are lecture and problem solving, which are the teaching strategies used by the tutor more styles and exhibitor predominant styles among teachers of the course. But it is noticeable that, however small, there is a mismatch between the way students learn and how to teach the teachers. It is believed that the results may contribute to the advancement of research on the topic, and above all, to a better understanding of the prevailing style of the students and teachers of Accounting Course.