Abstract

This paper contributes to the faculty staff understanding of student learning style and the implication of this on the pedagogical design of assessment tasks within the business discipline. Lancaster inventory of motivation and study methods was used to appraise business students’ approaches to study at end of their fifth semester of the three-year degree. A total of 134 responses out of 183 students, representing 73% response rate were collected. Achieving orientation was the most common approach to study followed by the meaning dimension whereas reproducing orientation was the least used. Results indicated a higher tendency towards an operational learning style in comparison to a comprehensive learning style. Versatile learning was also high which coincided with high learning pathological symptoms. Differences were found amongst the student population sample regarding study methods based on the campus, gender, age, and secondary school completion of the sample population. Faculty staff members need to consider the above differences when designing assessment tasks.