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This paper aims to discuss the practicality of several unconventional pedagogies recommended by researchers for the accounting curriculum, in response to the challenge of student diversity and learning ability as advocated by Howard Gardner in his Multiple Intelligence (MI) Theory which has been widely accepted in primary education. This paper is divided into two major parts; the first being quantitative analyses and the second focused on recommendations and discussions of the usefulness ofdoi:10.2139/ssrn.1327578 fatcat:zbex34hvkfftdbki35ljzm3vcq