Higher education is constantly changing, with institutions increasingly using hybrid learning methods to meet the needs of various students. Hybrid learning is an educational method that combines online and faceto-face teaching approaches. It provides flexibility and seeks to improve student engagement and learning results. This evolution requires a deeper understanding of the effectiveness of various teaching and learning styles within this hybrid system, especially in specific areas like accounting education. This research paper studies the effectiveness of different teaching and learning styles in a hybrid learning setting. It examines the different viewpoints of accounting students at Laguna University and investigates the impact of these modalities on their educational experience. It specifically aimed to answer the following: (a) students perceived effectiveness of learning styles during hybrid learning modality, (b) students perceived effectiveness of teaching styles effectiveness during hybrid learning modality, (c) significant difference between the learning and teaching styles during online and face-to-face learning modalities, and (d) significant relationship between the learning and teaching styles during online and face-to-face learning modalities. The study used a quantitativecomparative correlational method to compare the perception of BSAIS students about the effectiveness of teaching and learning styles between online and face-to-face modalities under a hybrid learning modality at Laguna University. The researchers tallied, tabulated, and evaluated the results accordingly based on the needed statistical treatment. The participants were one hundred and ninety-one (191) BSAIS students from Laguna University using a simple random sampling technique using Slovins Formula. Data showed that respondents perceived read and write learning (M=3.21, SD=0.802) as the most effective learning style in face-to-face modality and auditory learning (M=3.11, SD=0.823) in online. Data also revealed that lecture-based approach is perceived as the most effective teaching style across modalities having the mean score of 3.29 in face-to-face and 3.18 in online, with the standard deviation of 0.745 and 0.753 respectively. It is also notetaking that respondents perceived face-to-face modality as more effective than online across all teaching and learning style. The findings also underscore the complex relationship between teaching styles and students learning preferences in hybrid education.

Accounting Education

Teaching Styles

Learning Styles

Hybrid Learning