The impact of visual learning strategies on undergraduate student's self-reported experience of statistics teaching

Quantitative attitutional data was collected form first year social science students regarding their anxiety about learning statistics and their ability to complete and to learn to complete core statistical tasks, at the beginning and end of a statistics teaching module to identify the impact (if any) of the teaching they have received on their anxiety and self-competence ratings. <p>The aim of the project is to examine the impact (if any) of the introduction of visualisation teaching and learning techniques, including Geographical Information Systems in the form of 'crime mapping' data management and analysis software, on student's self-reported experience of, and attitudes toward, quantitative method teaching. To achieve its aim the project will acquire baseline data from undergraduate criminology and sociology students before introducing a targeted intervention - a new teaching module which emphasizes visual learning and teaching strategies - and ascertaining its impact on student learning</p>