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Beyond The Numbers: The Impact of Quantitative Teaching on Overall Student Performance

Eick, Gianna Maria, Larsen, Erik Gahner, Baumberg Geiger, Ben, Sundberg, Trude (2021) Beyond The Numbers: The Impact of Quantitative Teaching on Overall Student Performance. Journal of Political Science Education, . pp. 1-11. ISSN 1551-2169. E-ISSN 1551-2177. (doi:10.1080/15512169.2021.1897603) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided) (KAR id:87153)

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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.

Item Type: Article
DOI/Identification number: 10.1080/15512169.2021.1897603
Uncontrolled keywords: Higher education; numeracy; quantitative teaching;student performance
Subjects: J Political Science
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research
Depositing User: Trude Sundberg
Date Deposited: 16 Mar 2021 12:24 UTC
Last Modified: 15 Nov 2022 12:28 UTC
Resource URI: (The current URI for this page, for reference purposes)

University of Kent Author Information

Eick, Gianna Maria.

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Larsen, Erik Gahner.

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Baumberg Geiger, Ben.

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Sundberg, Trude.

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