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Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks

John Martyn Chamberlain, John Hillier, Paola Signioretta, Marty Chamberlain Orcid Logo

Active Learning in Higher Education, Volume: 16, Issue: 1, Pages: 51 - 66

Swansea University Author: Marty Chamberlain Orcid Logo

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DOI (Published version): 10.1177/1469787414558983

Abstract

This 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...

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Published in: Active Learning in Higher Education
ISSN: 1469-7874 1741-2625
Published: 2015
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URI: https://cronfa.swan.ac.uk/Record/cronfa29705
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last_indexed 2018-04-13T04:17:47Z
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spelling 2018-04-11T15:49:15.0820881 v2 29705 2016-09-02 Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks 98bbc13e72a7ce4126a562a668e50144 0000-0001-6067-6561 Marty Chamberlain Marty Chamberlain true false 2016-09-02 CRIM This 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 Journal Article Active Learning in Higher Education 16 1 51 66 1469-7874 1741-2625 numeracy skills; quantitative method teaching; statistics anxiety; statistical self-efficacy 3 3 2015 2015-03-03 10.1177/1469787414558983 http://alh.sagepub.com/ COLLEGE NANME Criminology COLLEGE CODE CRIM Swansea University ESRC 2018-04-11T15:49:15.0820881 2016-09-02T14:31:15.9825592 Faculty of Humanities and Social Sciences Hilary Rodham Clinton School of Law John Martyn Chamberlain 1 John Hillier 2 Paola Signioretta 3 Marty Chamberlain 0000-0001-6067-6561 4 0029705-11042018154813.pdf 29705.pdf 2018-04-11T15:48:13.8130000 Output 646865 application/pdf Accepted Manuscript true 2016-09-02T00:00:00.0000000 true eng
title Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
spellingShingle Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
Marty Chamberlain
title_short Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
title_full Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
title_fullStr Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
title_full_unstemmed Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
title_sort Counting better? An Examination of the Impact of Quantitative Method Teaching on Undergraduate Social Science Student’s Statistical Anxiety and Confidence to complete Statistical Tasks
author_id_str_mv 98bbc13e72a7ce4126a562a668e50144
author_id_fullname_str_mv 98bbc13e72a7ce4126a562a668e50144_***_Marty Chamberlain
author Marty Chamberlain
author2 John Martyn Chamberlain
John Hillier
Paola Signioretta
Marty Chamberlain
format Journal article
container_title Active Learning in Higher Education
container_volume 16
container_issue 1
container_start_page 51
publishDate 2015
institution Swansea University
issn 1469-7874
1741-2625
doi_str_mv 10.1177/1469787414558983
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str Hilary Rodham Clinton School of Law{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}Hilary Rodham Clinton School of Law
url http://alh.sagepub.com/
document_store_str 1
active_str 0
description This 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
published_date 2015-03-03T03:36:09Z
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score 11.036706

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