Irma Becerra-Fernandez, Marymount University, USA

In the Spring semester of 2020, a total of 64 students were enrolled in the Auditing course, which was divided between two faculty members: Professor Williams, who taught 33 students, and Professor Kollar, with a slightly larger section of 31 students. Additionally, Professor Williams was responsible for instructing 80 undergraduate business majors in his Managerial Accounting classes. It's important to note that while there were multiple sections of Managerial Accounting being offered, the 80 students enrolled in Professor Williams’ sections constituted approximately 27% of the overall student population across all Managerial Accounting courses. This sizable number provided a robust sample for analyzing the effectiveness of the instructional methods employed during the semester, which included eight weeks of traditional live classroom instruction followed by six weeks of virtual instruction necessitated by the COVID-19 pandemic. As a result of these instructional approaches, the overall learning performance of students in 2020 showed significant improvement when compared to the outcomes from previous years of traditional teaching methods. This positive trend was particularly evident among Accounting majors enrolled in both the Auditing and Managerial Accounting courses. The Managerial Accounting course is a core requirement for all business majors, making the performance of these students particularly noteworthy. Various factors were utilized to evaluate the impact of the instructional changes, and these factors will be elaborated upon in the subsequent sections of this analysis.

APA:
Becerra-Fernandez, I. (2024). Transdisciplinary Design Education and the Application of Design Thinking Principles. Journal of Education and Teaching Methodology, 5(1), 1-10. https://doi.org/10.33832/jetm.2024.5.1.01