Context, aims and outcomes

1. Sociology students’ responses to pragmatic teaching of quantitative and qualitative research methodsDenise Hale and Harshad KevalCanterbury Christ Church University

2. Context, aims and outcomes • Our Sociology Programme • The L5 Research Skills Module: aims, strategies, content and assessment • Student responses to the module: work patterns; specific likes and dislikes; attitudes; attainment • Comparisons with some data from a control group

3. Relevance and effects of context • Characteristics of our Sociology Programme • Research interests of staff • Introduction of research modules at L4 and L5 • Debates aboutthe design and delivery of the L5 Research Skills Module

4. Module aims and assessments • understanding of the nature of quantitative and qualitative methods • practical competence in obtaining and preparing social data for analysis • understanding of a range of basic methods of quantitative and qualitative data analysis • awareness of the role of software in analysing various types of data • ability to interpret and draw conclusions from data analyses and to present findings formally, both orally and in writing. • awareness of how to obtain primary and secondary data • ability to read social science research papers • ability to formulate a variety of social science research questions and match them to appropriate analytical techniques • competence in presenting arguments based on quantitative and qualitative information, using appropriate computer systems for analysis and display • ability to work independently on a small project involving the identification of research questions; data gathering; data analysis, such as correlation or thematic qualitative analysis; and the production of a brief report • a clear awareness of the ethical issues and requirements of research.

5. Teaching strategy, content & assessment

6. Students’ reactions during the module

7. Students’ final comments and evaluation More • suggestions for project topics • help with project design • time on qualitative analysis • statistics content • opportunities to practice writing Less independent study

8. Students’ attitudes: rating scale data A questionnaire based on items from the Payne, Hodgkinson & Poade (2008) survey on attitudes toward quantitative methods Respondents were students from 2 modules within Sociology • Research Skills (n=10) • Social Psychology: Groups and Minds (n=10)

9. Student attainment Outcomes for the class test and project: Number of students by class of degree

10. Comparisons with performance on other modules

11. Our conclusions Free choice of research topics is not conducive to learning at L5 • most students experience anxiety and failure at the outset • tutors are overloaded • students become insular, with minimal peer support/learning • the team-work experience of real research is absent There is merit in traditional methods: lectures & worksheets • students can work effectively at different paces • there are more opportunities for review and support A greater proportion of taught sessions is needed to support students on a demanding module during the ‘sophomore slump’