Difficulties Experienced by Education and Sociology Students in Quantitative Methods Courses

Murtonen, Mari; Lehtinen, Erno

doi:10.1080/0307507032000058064

Cited by 114 publications

(108 citation statements)

References 21 publications

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“…Social science students internationally certainly often seem to view numeracy skills, such as being able to conduct a statistical analysis, as being less important for their graduate employability than the subject content knowledge of their degree and other key transferable skills they develop during their studies, that is, communication and critical analysis skills (see, for example, Carey and Adeney, 2009;Linden, 2012;Murtonen and Lehtinen, 2003;Williams et al, 2008). Such findings reinforce that even as quantitative method tutors make the case to students that numbers are important, they must also recognise that some, perhaps even the majority, will remain uninterested even when they can see the relevance.…”

Section: Counting Better? An Examination Of the Impact Of Quantitativmentioning

confidence: 99%

“…Rüdiger and Hans-Dieter, 2013;Williams et al, 2007), what student attitudes are towards having to learn quantitative methods and associated statistical techniques (e.g. Falkingham and McGowan, 2012;Linden, 2012;Murtonen and Lehtinen, 2003) as well as what the student response is to attempts to broaden quantitative method teaching provision and introduce numbers and numeric study tasks more generally within the curriculum (e.g. Carey and Adeney, 2009;Murtonen et al, 2008).…”

Section: Counting Better? An Examination Of the Impact Of Quantitativmentioning

confidence: 99%

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Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence

Chamberlain

Hillier

Signoretta

2014

Active Learning in Higher Education

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Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence John Martyn ChamberlainLoughborough University, UK John HillierLoughborough University, UK Paola SignorettaLoughborough University, UK AbstractThis article reports the results of research concerned with students' statistical anxiety and confidence to both complete and learn to complete statistical tasks. Data were collected at the beginning and end of a quantitative method statistics module. Students recognised the value of numeracy skills but felt they were not necessarily relevant for graduate employability and preferred to study with words rather than numbers. A significant reduction in anxiety and increase in confidence to complete statistical tasks were found. Students seemed to feel more confident about doing and learning less complex procedures. Results reinforce the need to provide students with additional mathematical and statistical support outside of quantitative method courses as well as that numeric learning materials and study tasks need to be embedded across the curriculum within substantive disciplinary modules. The design of numeric study tasks needs to be carefully considered to ease the transition for students from simple to more complex statistical procedures while simultaneously reinforcing the importance of numeracy skills for examining substantive disciplinary topics and promoting graduate employability.

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Section: Counting Better? An Examination Of the Impact Of Quantitativmentioning

confidence: 99%

Section: Counting Better? An Examination Of the Impact Of Quantitativmentioning

confidence: 99%

Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence

Chamberlain

Hillier

Signoretta

2014

Active Learning in Higher Education

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“…Although, PhD students often learn necessary scientific competence by conducting their research some students have reported that they face significant difficulties in developing scientific competences such as constructing a theoretical framework, and selecting research questions and methods . This may in the long run result in a negative attitude towards doing research in general (Murtonen & Lehtinen, 2003).…”

Section: Introductionmentioning

confidence: 99%

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Anttila¹,

Lindblom‐Ylänne²,

Lonka³

et al. 2015

IJHE

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PhD in the field of medicine is more common than in any other domain. Many medical doctors are driven towards PhD, but also students with other backgrounds (usually MSc) are conducting a PhD in medical schools. Higher education has invested a lot in developing generic and research competences. Still little is known about how PhD students themselves perceive the competence of future PhDs'. The aim of this study is to determine how medical PhD students perceive their future competences and whether there is a difference between MD PhD and MSc PhD students' perceptions. Moreover this study examines students' perceptions of their learning environment and their experienced well-being.The data were collected from 163 medical PhD students. The survey data consisted of Likert type statements, open-ended questions and background variables. PhD students' perceptions of acquired competences were content analysed. The connection between conducted degree and emphasised competences were analysed using cross tabulation and χ² -test Perceptions of well-being and the learning environment were examined using descriptive statistics of scales.The results showed that PhD students considered a wide variety of competences to be central to future PhDs'. Their perception of their future competences consisted of scientific and generic competences. All students emphasised scientific competences over generic competences but MSc PhD students emphasised generic skills more than MD PhD students. PhD students' perceptions of their well-being and the learning environment showed that PhD studies are a burdening and stressful process. However students also felt that they received feedback from the scientific community.

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“…Αντίθετα, θα πρέπει να προσφέρει ευκαιρίες εξοικείωσης των εκπαιδευτικών με την πολυπλοκότητα της πειραματικής ερευνητικής μεθοδολογίας, με στόχο να συμβάλλει στην ανάπτυξη της κουλτούρας «του εκπαιδευτικού ως ερευνητή»· το οποίο δε φαίνεται να ισχύει στο παροντικό πλαίσιο της τριτοβάθμιας εκπαίδευσης. Συγκεκριμένα, οι φοιτητές παιδαγωγικών τμημάτων που παρακολουθούν μαθήματα ποσοτικών προσεγγίσεων έρευνας τείνουν να έχουν αρνητικές στάσεις έναντι στο μάθημα λόγω ελλιπούς θεωρητικού υπόβαθρου στη στατιστική, αλλά και δυσκολιών διασύνδεσης της θεωρίας με την πράξη (Murtonen & Lehtinen, 2003).…”

Section: εισαγωγηunclassified

Μοντελοποιωντας Προβληματα Στατιστικου Συλλογισμου

2017

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Περίληψη. Η συμβολή της μοντελοποίησης μέσω της αξιοποίησης δυναμικών στατιστικών πακέτων για την καλύτερη κατανόηση των στατιστικών εννοιών και την εκτίμηση της πρακτικής τους αξίας κρίνεται ως ιδιαίτερα σημαντική στη σύγχρονη βιβλιογραφία (π.χ., Gil & Ben-Zvi, 2011

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Difficulties Experienced by Education and Sociology Students in Quantitative Methods Courses

Cited by 114 publications

References 21 publications

Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence

Counting better? An examination of the impact of quantitative method teaching on statistical anxiety and confidence

The Added Value of a PhD in Medicine - PhD Students’ Perceptions of Acquired Competences

Μοντελοποιωντας Προβληματα Στατιστικου Συλλογισμου

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