Skip to main content
Similar results

Enhancing Teaching and Learning Environments in Undergraduate Courses, 2001-2005

Impact of Visual Self-Motion Cues on Spatial and Temporal Visual Integration, 2023

Impact of Visual Self-Motion Cues on Spatial and Temporal Visual Integration, 2023

Role of Familiarity and Experience in the Implementation of Efficient Visual Search Strategies, 2019-2023

Mathematics teaching and learning in secondary schools: the impact of pedagogical practices on important learning outcomes

Access studyView JSONBack
Summary information

Study title

The impact of visual learning strategies on undergraduate student's self-reported experience of statistics teaching

Creator

Chamberlain, J, Loughborough University

Study number / PID

851532 (UKDA)

10.5255/UKDA-SN-851532 (DOI)

Data access

Open

Series

Not available

Abstract

Quantitative attitutional data was collected form first year social science students regarding their anxiety about learning statistics and their ability to complete and to learn to complete core statistical tasks, at the beginning and end of a statistics teaching module to identify the impact (if any) of the teaching they have received on their anxiety and self-competence ratings.

The aim of the project is to examine the impact (if any) of the introduction of visualisation teaching and learning techniques, including Geographical Information Systems in the form of 'crime mapping' data management and analysis software, on student's self-reported experience of, and attitudes toward, quantitative method teaching. To achieve its aim the project will acquire baseline data from undergraduate criminology and sociology students before introducing a targeted intervention - a new teaching module which emphasizes visual learning and teaching strategies - and ascertaining its impact on student learning

Topics

Education

Keywords

STATISTICAL ANXIETYSTATISTICAL SELF-EFFICACYQUANTITATIVE METHODS TEACHING2014

Methodology

Data collection period

01/08/2012 - 31/07/2014

Country

United Kingdom

Time dimension

Not available

Analysis unit

Individual

Universe

Not available

Sampling procedure

Not available

Kind of data

Numeric

Data collection mode

Undergraduate social science students completing a first-year statistics teaching module completed a questionnaire at the beginning and end of a quantitative method teaching module. The questionnaire asks a series of questions pertaining to their anxiety to learn statistics and ability to both complete and learn to complete, core statistical tasks, such as identify a level of measurement of data.By asking students to respond to the same question at the beginning and end of the module it was possible to identify if their anxiety reduced and their self-confidence to complete and learn to complete core statistical tasks increased, as a result of completing the teaching module.

Funding information

Grant number

ES/J011452/1

Access

Publisher

UK Data Service

Publication year

2014

Terms of data access

Not available

Related publications

Not available