Publikation: Beyond The Numbers : The Impact of Quantitative Teaching on Overall Student Performance
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2021
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Journal of Political Science Education. Taylor & Francis. 2021, 17(S1), S. 693-702. ISSN 1551-2169. eISSN 1551-2177. Verfügbar unter: doi: 10.1080/15512169.2021.1897603
Zusammenfassung
A number of studies demonstrate that quantitative teaching provides social science students with analytical and critical skills. Accordingly, the skills acquired during quantitative teaching are assumed to enhance students’ progress in and after their degree. However, previous studies rely on subjective measures of students’ evaluations of their skills. So far, no prior studies have examined whether the skills obtained through quantitative teaching can be transferred to an overall better performance at university. In order to address this gap, we use high-quality administrative records to examine the impact of quantitative teaching on undergraduate students’ overall marks. The results show that students subject to additional quantitative teaching obtain significantly better marks throughout their studies. The evidence emphasizes the importance of methodological pluralism for social science students.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
320 Politik
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Higher education, numeracy, quantitative teaching, student performance
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EICK, Gianna Maria, Erik GAHNER LARSEN, Ben BAUMBERG GEIGER, Trude SUNDBERG, 2021. Beyond The Numbers : The Impact of Quantitative Teaching on Overall Student Performance. In: Journal of Political Science Education. Taylor & Francis. 2021, 17(S1), S. 693-702. ISSN 1551-2169. eISSN 1551-2177. Verfügbar unter: doi: 10.1080/15512169.2021.1897603BibTex
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doi={10.1080/15512169.2021.1897603},
title={Beyond The Numbers : The Impact of Quantitative Teaching on Overall Student Performance},
number={S1},
volume={17},
issn={1551-2169},
journal={Journal of Political Science Education},
pages={693--702},
author={Eick, Gianna Maria and Gahner Larsen, Erik and Baumberg Geiger, Ben and Sundberg, Trude}
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<dcterms:abstract>A number of studies demonstrate that quantitative teaching provides social science students with analytical and critical skills. Accordingly, the skills acquired during quantitative teaching are assumed to enhance students’ progress in and after their degree. However, previous studies rely on subjective measures of students’ evaluations of their skills. So far, no prior studies have examined whether the skills obtained through quantitative teaching can be transferred to an overall better performance at university. In order to address this gap, we use high-quality administrative records to examine the impact of quantitative teaching on undergraduate students’ overall marks. The results show that students subject to additional quantitative teaching obtain significantly better marks throughout their studies. The evidence emphasizes the importance of methodological pluralism for social science students.</dcterms:abstract>
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