Abstract
We examine the relationship between three dimensions of Multiple Intelligence (MI) and student performance using two assignments. Utilizing mixed research design, we not only confirm the existing relationship between selected MIs and student performance, but also unfold three themes (adaptable, enjoyable, and experiential) of learning experiences informed by student reflections that explain this relationship. These patterns illustrate challenges faced, excitement experienced, and experiential learning gained by students. We find that incorporating MI in teaching and assessing accounting students is likely to hone their soft skills in addition to the logical or mathematical skills that are engaged in most accounting courses.
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