Using graphical methods to help convey statistical messages to less numerically literate audiences

Appearing in Enhancing Learning in the Social Sciences (ELiSS), a practice paper entitled “‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching” has just been published by Paola Signoretta, Marty Chamberlain and John Hillier (School of Social, Political and Geographical Sciences, Loughborough University).

The abstract reads: “Inadequate quantitative methods (QM) training provision for undergraduate social science students in the United Kingdom is a well-known problem. This paper reports on the design, implementation and assessment of an induction module created to test the hypothesis that visualization helps students learn key statistical concepts. The induction module is a twelve-week compulsory unit taught to first year social science students at a UK university, which they complete prior to a more traditional statistical, workshop-based QM module. A component of the induction module focuses on the use of visualization through Geographic Information Systems (GIS), to teach the process of hypothesis generation to students while they also are introduced to the basics of QM research design and univariate and bivariate forms of data analysis. Self-reflexive evaluation indicates that visualization could assist students with more advanced QM statistical skills.”

This ELiSS paper considers the use of graphical methods – in this case GIS – to communicate statistical messages to those students who might sometimes be thought of as less numerically literate or who might need a little persuading that they can indeed utilise QM. Aimed at lessening any anxiety they might have towards QM, and aided by step-by-step instructions and readily available members of staff, the students at the heart of this case study were guided through a process that ultimately is aimed at developing ever more statistically numerate and critically informed social science graduates.  By investing in these student skills early in their transition to university, this approach also offers tuition in small groups, an opportunity to develop good working relations with staff members, and the chance for students to develop peer networks; indeed, even if this approach may initially appear to be resource heavy, another benefit is to support the development of more independent students, as well as groups of students, operating effectively in our academic communities.

This is the seventh in our series of posts regarding publications on pedagogical issues by Loughborough University staff; in order to promote the sharing of such research, T&L Blog subscribers are welcome to direct us to similar outputs emanating from across campus. Further details regarding this publication are available online; the full citation reads: Paola Signoretta, John Martyn Chamberlain, & John Hillier, “‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching”, pp.90-104, in Enhancing Learning in the Social Sciences, Volume 6 Number 2 2014. DOI: 10.11120/elss.2014.00029