Improving the Teaching of Quantitative Methods to Undergraduate Social
                    Scientists: Understanding and Overcoming the Barriers

Falkingham, Jane; McGowan, Teresa

doi:10.4135/9781446268384.n7

Cited by 6 publications

(18 citation statements)

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“…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%

“…Tutors are also advised to use familiar and engaging presentational devices, such as graphical displays of national crime rate figures often found in national newspapers. This helps to develop student understanding of complex analytical concepts and technical procedures by pitching learning material in a simpler more immediately graspable form while simultaneously reminding them of the importance and relevance of statistical analysis skills for graduate employability (Falkingham and McGowan, 2012).…”

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

View full text Add to dashboard Cite

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“…However, only 3 in 10 students disagreed with the statement 'I am interested in learning statistics'. We have seen that interest and confidence in studying QM at university is shaped by limited exposure to mathematics before students commence university (Murtonen & Lehtinen 2003, Murtonen 2005, Williams et al 2008, Falkingham et al 2009, Falkingham & McGowan, 2011 and our students were asked to self-assess their competence in mathematics in the pre-course questionnaire. Only a minority of students were either very confident or very unconfident in their ability, with the majority reporting what might be seen as average levels of confidence.…”

Section: Student Attitudes Towards Qmmentioning

confidence: 83%

“…The first set emanates from factors linked to student predisposition and preparation and the second from factors linked to university resources, culture and traditions. Student experience of QM before they commence their degrees is somewhat mixed, but generally limited; many have not confronted maths for some time; and, they may have had poor experiences of learning it at school (Murtonen & Lehtinen 2003, Murtonen 2005, Williams et al 2008, Falkingham et al 2009, MacInnes 2009, Falkingham & McGowan, 2011. This situation will inevitably affect students' confidence to engage effectively with QM at university.…”

Section: Social Science Qm and The Undergraduate Curriculummentioning

confidence: 99%

“…This situation will inevitably affect students' confidence to engage effectively with QM at university. Indeed, students may well select social science subjects precisely to avoid dealing with numbers altogether (Markham 1991, Williams et al 2004a, Williams et al 2008, Falkingham & McGowan 2011, Nuffield 2012. This situation may be compounded by discipline culture, traditions and resources.…”

Section: Social Science Qm and The Undergraduate Curriculummentioning

confidence: 99%

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‘DiscoverQuants’: Integrating Quantitative Methods (QM) and Substantive Teaching for First Year Undergraduate Sociology Students

Bullock

Meadows

Brunton‐Smith

2014

Enhancing Learning in the Social Sciences

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This paper considers the rationale for, design and outputs of a project, based at the University of Surrey UK and funded by the Economic and Social Research Council (ESRC), which sought to integrate aspects of teaching substantive and Quantitative Methods (QM) teaching across first year sociology undergraduate programmes using a blended approach. The paper considers the nature of concerns regarding teaching QM within social science undergraduate programmes. It goes on to describe the rationale for this project, its design and its primary outputs. We consider a range of data related to student attitudes towards studying QM at university as well as their perspectives on the project and the implications for practice.

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Embedding quantitative skills into the social science curriculum: case studies from Manchester

Buckley

Brown

Thomson

et al. 2015

International Journal of Social Research Methodology

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Those aiming to respond to the recognised shortage in quantitative skills within the UK social sciences have increasingly focused on the content of undergraduate degree programmes. Problems occur when 'quantitative methods (QM)' are generally confined to a dedicated module, detached from substantive topics. This model makes it hard for students to understand or engage with the contribution of quantitative research to their discipline and can perpetuate negative perceptions of quantitative training. We suggest a solution to this problem is 'quantitative embedding', in which quantitative evidence and methods are incorporated into substantive teaching in the social sciences. We illustrate quantitative embedding with case studies from an ESRC funded project based in The University of Manchester, where teaching partnerships have developed curriculum innovations in Sociology and Politics. The paper then discusses the challenges of disseminating quantitative embedding, highlighting the need to bridge separate 'communities of practice' that can isolate quantitative specialists.

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Improving the Teaching of Quantitative Methods to Undergraduate Social Scientists: Understanding and Overcoming the Barriers

Cited by 6 publications

References 0 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

‘DiscoverQuants’: Integrating Quantitative Methods (QM) and Substantive Teaching for First Year Undergraduate Sociology Students

Embedding quantitative skills into the social science curriculum: case studies from Manchester

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