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Dr John E. Goldring Dr Julie Scott Jones

Parentalism and other pedagogies to promote student success when learning quantitative methodologies – an action research approach. Dr John E. Goldring Dr Julie Scott Jones. Some Key Student barriers to learning QM. A-Level Sociology is QM- lite Sociology viewed as non-number

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Dr John E. Goldring Dr Julie Scott Jones

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  1. Parentalism and other pedagogies to promote student success when learning quantitative methodologies – an action research approach Dr John E. Goldring Dr Julie Scott Jones

  2. Some Key Student barriers to learning QM • A-Level Sociology is QM-lite • Sociology viewed as non-number • ‘What is the point of this’? • ‘Numbers anxiety’ (‘its maths’!) • Numbers proficiencies/deficiencies • Lack of QM proficient (or interested) staff

  3. Practice of Social Enquiry (PSE) 2011-12 • Core for all year 2 UGs • Cohort size (217) • 50/50 – quantitative (term 1) qualitative (term 2) • Hands off approach • No lecture • 2 hour lab session • Poor student engagement (even for qualitative) • Variously skilled/inexperienced tutors • Submissions and progression rate low • Low student satisfaction • Intervention needed • Action Research approach adopted – flexible, reflective, adaptable.

  4. Becoming a Social Researcher (BSR)2012-13 • New core methods unit (250 cohort) – replaced PSE • Dept. commitment crucial • Extra contact hours • Re-introduced lecture (overarching narrative) • Qualitative (term 1) quantitative (term 2) • Try anything, everything to engage cohort in lecture; noticed learning styles gendered • Dedicated teaching staff • ESRC research to up-skill all tutors - TCP • Additional support for new tutors • No labs cancelled • Regular contact via email/VLE

  5. Parentalism? • Analogy – not a theory • Eclectic mix of pedagogic practices promoting student engagement and success • Focus – student/tutor transaction, relationship and interactions • Acknowledge power differential • Students are not the enemy • Build trust – be approachable and available • Clear expectations (tutor and student) • Adapt to students (Zepkeand Leach2005) • Cultivate autonomy • Nudges to promote lifelong learning • Do not assume prior knowledge on QM • NOTE: Tutor practices central to parentalism (not student practices)

  6. QM Threshold Concepts • Let’s find out what they actually know…(maths test)… • Assumed knowledge/understanding paradox • Concept testing – in lecture/lab • Disparity between what is stated and what is actually known • Threshold Concepts (Meyer and Land 2003) - Identifying ‘trouble knowledge’ (many levels) • Discursive hostilities – a call to cease fire • What is theory? • But why are we doing this? • Types of variables • Decimal points – 0.0 rule • Strength of association (Cramer’s V) • Concept testing – the sequel (formative assessment)

  7. Tutor/Student transaction • Register and regular contact • Submission checks and contact • Additional support around submissions • Week 1 • 6 hours additional lab session • 85 email request for support • Week 2 • 17 hours additional lab session • Double up tutors in scheduled labs (where possible) • 158 email request for support • Support for all levels – targeted labs • Check VLE – after assignment released

  8. Measuring success in BSR • Attendance – high in both labs and lectures (70%+) • Is attendance ,engagement? • Student engagement – last 2 weeks • Other core units – low (10%) • Unit score increased (3.70 form 3.74), higher ISS response rate. 77% satisfied. • On time submission for QM work 90% • Range of marks • Student effort – most attempted elaboration • ‘I get this now!’ ‘I might do this for dissertation’… • From tears, tantrums, to success - student self belief? • Some students’ favourite unit (on dear)

  9. Issues • Balancing conceptual/technical • Labour intensive • Requires work loading (and institutional commitment) • Fine line between autonomy – dependence • Tutor/student transaction – marking issues • Changes to working practice?

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