Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Abstract

Masters level statistics is often not a course of choice for social work students. Teaching it in such a way that students' anxiety is reduced while facilitating their recognition of the importance of empirical knowledge in their social work practice and their need to have fundamental research skills, can be quite challenging. The purpose of this paper is to introduce a pedagogical tool used in a course on bivariate statistics that involves students throughout the semester in the process of developing and testing their own hypotheses regarding fluctuations in reported hate crimes/capita by states (as reported by the Federal Bureau of Investigation). This technique provides continuity throughout the semester and is easily adapted to other issues equally important to social work. The data's unintuitive findings that disagree with most students' hypotheses also challenges students to consider methodological issues and the validity of the data. Because most students do not have a strong knowledge base of hate crimes, students often have to grapple with how their own preconceptions might bias their understanding of an issue and potentially their work with a client or client system. From an instructional standpoint, the method is contained and manageable, and the data are easily accessible.

Exploring social work students’ attitudes toward research courses: predictors of interest in research-related courses among first year students enrolled in a bachelor’s programme in Switzerland

“…In the social work literature, there are a number of suggestions as to how research teachers might meet this challenge and generate students' appreciation of and enthusiasm for research (see e.g. Berger, 2002;Bolen, 2006;Harder, 2010;Jacobson & Goheen, 2006;Kapp, 2006;Knee, 2002). There are also trials evidencing that teachers can effectively encourage students and help them to manage their anxiety (see e.g.…”

Teaching Statistics to MSW Students: Comparing Credit and Non-Credit Options

“…Scholarly articles may relate to topics students are familiar with and interested in, and therefore, they may be motivated to read the material closely and understand it thoroughly (Bolen, 2006;Lalayants, 2012;Rabin & NutterUpham, 2010). Relevant journal articles may become another vehicle for connecting the material to the discipline, which increases the likelihood of "far transfer" (Barnett & Ceci, 2002, p. 612;Daniel & Braasch, 2013).…”

“…The similarities and overlap in method and content could help students see that statistics are indeed important and relevant to the rest of the curriculum. In a professional discipline, the most important motivator to learn is a relevant connection to the field (Bolen, 2006;Davis & Mirick, 2015]; Lalayants, 2012).…”

“…A prerequisite statistics courses may cover a range of concepts that may or may not be the most useful for social work students; such courses may vary as to whether they prioritize computations or conceptual understanding and application. When taking a prerequisite course, students may struggle to see the necessity or relevance of the material to their social work education, and may experience the course as disjointed from the rest of their graduate studies (Bolen, 2006). Some MSW programs do not insist that students complete a pre-requisite, but instead incorporate statistics into the curriculum.…”

Exploring social work students’ attitudes toward research courses: comparing students in Australia and Switzerland

“…In the social work literature, there are a range of suggestions to address the perceived 'research reluctance' of social work students by fostering appreciation and enthusiasm for research (see, for example, Berger, 2002;Bolen, 2006;Harder, 2010;Jacobson & Goheen, 2006;Kapp, 2006;Knee, 2002). For example, staff at a university in Australia developed a time and resource intensive work-integrated learning model to enhance student engagement with an undergraduate research course, in response to 'continued observations' by educators that students are 'indifferent and reluctant to engage in research training' (Blakemore & Howard, 2015, p. 861).…”