Students typically abhor statistics and research methods classes. It’s one of those facts of life: taxes, hating stats, and death (the latter two aren’t—despite your fears—related). So when I was asked last year to develop a new Year 2 research methods course for my department, you can understand my trepidation.
However, as I am odd and I love statistics and research methods, I was very keen. To boost the potential success of the module, I was interested in getting to understand what it is about statistics classes that students don’t like. This is an ongoing project for me—below is just stage 1—but I thought it best to start by asking students their opinions.
What words come to mind when they think of statistics and research methods? I was interested in getting to know what pre-conceived ideas and concerns students bring to their first day of class.
So, using my Year 2 students (N=104 respondents) as guinea pigs, I asked them to write down one or two words that they associate with research methods. This was in lecture 1, before any aspect of the module had been discussed.
Being a stats nerd, I am always on the lookout for interesting ways to present data, and I had recently discovered word clouds. Word clouds present words with their size related to its frequency in the text. (For an excellent online generator, try http://www.wordle.net/) You can feed in any block of text, and Wordle will present you with your word cloud; the larger the word, the more frequent it occurs. Below is the result:
This perhaps is not a surprising result, but it highlights the pre-conceptions students bring with them from prior modules; thus, part of the battle is overcoming these pre-conceptions. I really see these words as barriers to students learning in statistics, and tackling them will likely increase the success of student learning.
What are your thoughts?