Tom Clark|Liam Foster
‘I’m not a natural mathematician’
University of Sheffield|University of Sheffield
continuing concern paucity social science graduates quantitative skills required academia industry students often lack confidence explore use statistical techniques dominance qualitative research many disciplines also often constrained programmelevel integration quantitative material however whilst topic statistical literacy relatively well researched within general educational literature evidencebase respect effectiveness teaching learning quantitative research methods social science remains somewhat limited paper describes development integration evaluation series studentled inquirybased quantitative workbooks within sociologysocial policy undergraduate degree outlines workbooks constructively aligned within methods spine offers insight quantitative teaching learning generally paper also discusses opportunities challenges taking aligned ibl approach teaching quantitative methods adds growing evidence problembased pedagogies tend increase educational gain didactic approaches learning teaching highlights three key findings programmelevel approaches curriculum design crucial improving quantitative skills particularly tailored student needs general indifference quantitative methods likely due process disenfranchisement happens students engagement university meaningfully engaging students partners process designing integrating evaluating curricula help overcome barriers associated learning teaching quantitative skills