'DiscoverQuants': Integrating Quantitative Methods (QM) and Substantive Teaching for First Year Undergraduate Sociology Students

This paper considers the rationale for, design and outputs of a project, based at the University of Surrey UK and funded by the Economic and Social Research Council (ESRC), which sought to integrate aspects of teaching substantive and Quantitative Methods (QM) teaching across first year sociology un...

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Bibliographic Details
Published in:Enhancing learning in the social sciences 2014-07, Vol.6 (2), p.6-20
Main Authors: Bullock, Karen, Meadows, Robert, Brunton-Smith, Ian
Format: Article
Language:English
Subjects:
blended learning
First year
integration
Quantitative analysis
Quantitative methods
Social research
Teaching methods
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Summary:This paper considers the rationale for, design and outputs of a project, based at the University of Surrey UK and funded by the Economic and Social Research Council (ESRC), which sought to integrate aspects of teaching substantive and Quantitative Methods (QM) teaching across first year sociology undergraduate programmes using a blended approach. The paper considers the nature of concerns regarding teaching QM within social science undergraduate programmes. It goes on to describe the rationale for this project, its design and its primary outputs. We consider a range of data related to student attitudes towards studying QM at university as well as their perspectives on the project and the implications for practice.
ISSN:1756-848X
1756-848X
DOI:10.11120/elss.2014.00033