Engaging Students in Quantitative Research Methods

1. An Evaluation of Assessment for Learning (AfL) Strategies on an Undergraduate Social Research Methods ModuleDr Ciaran Acton and Dr Bernadette McCreightSchool of Sociology, University of Ulster Engaging Students in Quantitative Research Methods

2. Outline of the HEA TRM Project • Aims of the Project • To obtain student feedback on AfL strategies employed on a quantitative methods module • To use this feedback to develop the assessment strategy and enhance the student learning experience • To work towards a model of best practice   • Research Design • Stage 1 - Questionnaire on students’ perceptions of research methods • Stage 2 – Focus group interviews

3. Developing Research Skills • Research-Related Modules • Year 1 – Introduction to Qualitative Research Methods • Year 2 – Quantitative Methods; Research Methodology • Year 3 – Sociological Placement; Dissertation • Explicit links to other modules • Year 1 –Sociology of Health • Year 2 – Information Society • Year 3 – Sociology of Education

4. Background to the Module • Aims of the module • To give students the opportunity to develop the research skills necessary to devise, administer and analyse the results of a social survey • To equip students with the ability to interpret and critically assess quantitative research findings published within the field of sociology • Content and Delivery • Twelve 2-hour lectures • Twelve 1-hour seminars • Twelve 90 minute computer-based workshops

5. Widening participation • UU has a large proportion of students historically under-represented in HE • Impacts on certain disciplines more than others and creates challenges for the teaching of particular parts of the sociology curriculum • Quantitative Research Methods • 80 to 100 students • Diverse group (socially and academically) • Many have a negative view of numbers/statistics • Addressing these challenges

6. Assessment and Feedback • Summative Assessment • Research Report (2,500 words) • End of module exam (3 hours) • Formative Assessment • Seminars • Tutor and peer feedback on the process of questionnaire design • Computer-based workshops • Informal ‘low stakes’ assessment on SPSS • Lectures • The use of personal response system (PRS) technology

7. Assessment and Feedback • UU Principles of Assessment and Feedback for Learning • Based on REAP Principles (Nicol et al) • Staff encouraged to embed these 7 principles into their teaching • Sambel’s‘Rethinking Feedback in HE’ • Learning is something done by students • An emphasis on self and peer assessment • Student engagement, feed-forward, interaction, instils confidence

8. Survey Results • Questionnaire adapted from Williams (2007) • Student perceptions and experiences of quantitative methods • Disseminated to 2nd and 3rd year students (Sociology and Sociology with Criminology) • Key themes • Attitudes to quantitative methods • Students experience on the module • Assessment and feedback

9. Focus Group Results • Three focus groups with 2nd and 3rd year students • Key themes • Perceptions of quantitative methods • Feedback on the AfL strategies • Students understanding of assessment and feedback • Barriers to learning • Developing student confidence • Applying their research skills