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Peer reviewedHolley, Joyce H.; Jenkins, Elizabeth K. – Journal of Education for Business, 1993
The relationship between performance on four test formats (multiple-choice theory, multiple-choice quantitative, open-ended theory, open-ended quantitative) and scores on the Kolb Learning Style Inventory was investigated for 49 accounting students. Learning style was significant for all formats except multiple-choice quantitative. (SK)
Descriptors: Accounting, Cognitive Style, Higher Education, Scores
