I am not a number! Bridging the gap between research and theory through applied learning techniques
Dr Martin Hyde, Department of Sociology, University of Manchester
Structure and aims of the presentation
• To outline my main arguments/ideas that underpin my approach to teaching (quants) methods
• To present some (very basic) data from my first year research methods module
• To propose some ways in which we might move forward
Main arguments
• I feel that we often overstate the difference in the anxiety students initially feel about quantitative methods – by focussing on ‘fear of maths’
• That students are equally anxious about both approaches
• Therefore we do not necessarily need a specific approach to teaching quants methods – but rather a better, more engaged way of teaching research methods
• Where there are differences is in the opportunities for students to conduct primary research Methodological understanding and confidence with methods
Very high
Quite high
Niether high nor low
Quite low
Very low
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Understanding of qual
Understanding of quant
Confidence in qual
Confidence in quant
Data from RCS student survey 2016, N=27
Opinions of qualitative and quantitative research methods
Exciting
70
Easy
Qualitative
Quantitative
Relevant
60
50
40
Sociological
Scary
30
20
10
0
Enjoyable
Not looking forward to
Looking forward to
Boring
Fun
Difficult
Data from RCS student survey 2016, N=27
‘It is like wearing a dead man’s clothes’
• Quantitative research methods are seen as boring because students most often have to use secondary data analyses
• Conversely qualitative research methods are seen as exciting because students can go out and collect their own data
• Hence students conducting quantitative analyses are deprived of the chance to engage in all (and perhaps the most fun) aspects of the research process – translating theory to practice
The research process
Theory
Qualitative research project
Research question
Methods
Data collection
Data analyses
Writing up
Quantitative research project
Learning better by doing
Doing research makes you more confident with quantitative methods
Not highly confident
Highly confident
70%
60%
50%
40%
30%
20%
10%
0%
Not previously done a research project
Previously done of research project
Data from RCS student survey 2016, N=27
Challenges and opportunities
• We need to think creatively about how to provide opportunities for students to conduct good quality primary quant research 1. Embedding questions in existing surveys – Paying for questions to be included in commercial surveys
2. Create own University survey
– Recruit Alumni
– Locally based survey • Use online survey tools and then compare to existing surveys
Our role and that of our colleagues
• Need to educate and engage our colleagues in breaking down the ‘stats anxiety myth’ – We need to address this but I worry that there is a risk of overstating it and then it becomes a self fulfilling prophecy
• Need to look for ways to include quants skills across the degree program – to make clearer links with theory/substantive modules and vice versa