چکیده (انگلیسی):

The research presented in this paper seeks to discern which combination of pedagogical tools
most positively impact student learning of the introductory Accounting curriculum in the
Principles of Accounting courses in a 4-year U.S. public college. This research topic is relevant
because it helps address a quandary many instructors experience: how to teach quantifiable
courses in a way that resonates with and reaches undergraduate business students. The
significance is underscored by concerns that U.S.-educated students lack quantitative ability
needed in the 21
st
century workplace, and is heightened all the more by uncertainties in the
current economic climate that would seem to make quantitative competencies all the more vital.
Toward that end, student perceptions of course delivery methods were analyzed at the conclusion
of the first of a two-course sequenced introductory Accounting course. The results were used to
redesign the second half of the course, after which measured perceptions were compared with
actual outcomes. Results and proscriptions for advancing Principles of Accounting course
pedagogy are presented.