Overcoming Statistics Anxiety: Towards the Incorporation of Quantitative Methods in Non-Methodological Courses

J. Adriaensen, E. Coremans, B. Kerremans

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)

Abstract

Opposing the increasing importance of quantitative data in society is the observation that many students in the social sciences have a fear of quantitative methods. To ensure math-averse students acquire the necessary quantitative skills, we propose a curriculum-based approach whereby a Learning Trajectory of Quantitative Methods (LTQM) is integrated in the non-methodological courses of the programme. A structured integration of such methods can ensure repeated exposure to applications of such methods in a context of their interests. Moreover, the use of a learning trajectory enables students to encounter 'learning activities' with gradual increasing complexity providing stepping stones rather than stumbling blocks. This article describes the LTQM and discusses both lecturer and student experiences with the proposed innovation thereby providing an in-depth assessment of the benefits and challenges with the integration of a curriculum-wide learning trajectory.

Original languageEnglish
Pages (from-to)251-265
Number of pages15
JournalEuropean Political Science
Volume13
Issue number3
DOIs
Publication statusPublished - Sep 2014
Externally publishedYes

Keywords

  • CURRICULUM
  • LITERACY GAP
  • POLITICAL-SCIENCE
  • SOCIOLOGY
  • STUDENTS
  • course cross-over approach
  • learning trajectory
  • statistics anxiety

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