“Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses

Abstract

This study explored university students' views of whether they will need research skills in their future work in relation to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who were not sure whether they would need these skills. The students, who considered research skills important for their future work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations are related to expectations about future work. For instruction, this means that if we were somehow able to change students' experiences and orientations towards research into a more positive direction, students might be better prepared for their future work.

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

“…Here, it is noted that the active support of colleagues not teaching quantitative methods is needed in order to positively challenge students' misconceptions concerning the value and role of 'numbers analysis' within their degree subject and for graduate employment. This would also serve to decrease their anxiety and increase their confidence in their ability to complete numeric study tasks, including conducting a statistical analysis (Murtonen et al, 2008). Finally, existing work recommends that universities provide additional mathematical and statistical skills support services for students who struggle to grasp key statistical concepts and procedures relevant to undertaking quantitative research (Matthews et al, 2012).…”

“…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).…”

Exploring Student Perceptions of the Use of Open Educational Resources to Reduce Statistics Anxiety

“…The students' beliefs and views about statistics may determine the extent to which they are anxious about it and may determine their ways of learning (Murtonen et al 2008). Students who consider research skills important for their future career tend to have a low level of statistics anxiety and use a deep learning approach to solve problems (Murtonen et al 2008).…”

Convincing Students? Quantitative Junkies, Avoiders and Converts on a Cross-Disciplinary Course Using Quantitative Narratives

“…These factors can affect the students' level of engagement, motivation and success in their learning (Murtonen et al 2008, Ramos & Carvalho 2011. The research literature has suggested that teaching quantitative skills through substantive, subject-based content (rather than directly introducing abstract quantitative content) can help reduce anxiety and frustration (Bridges et al 1998, Jackson & Johnson 2013.…”