Assessing the confidence of sociology students on using quantitative research methods through Technology Enhanced Learning

Abstract

This research aims to investigate the ways Technology Enhanced Learning can facilitate the learning of quantitative research methods in social sciences degrees. Specifically, how sociologists tend to avoid statistical modules due to anxiety and inadequate teaching methods. Digital competency of sociologists is a crucial debate in the literature and technological developments provide a useful tool for learning, which however in not being exploited enough. This study explores how Computer Based Learning, Computer Assisted Learning and Computer Supported Collaborative learning sessions can address the increased statistics anxiety observed in students that study social sciences.  

The analyses corroborated the main assumptions drawn in the relevant literature. Students in social sciences tend to present social anxiety and dissociate from quantitative methods, lacking a crucial tool for their future as social scientists. Technology enhanced learning methods were found to be effective in the acquisition of knowledge and understanding of quantitative methods. Participants highlighted the need of technology to be an integral part in learning, that extended communication between students and teachers is beneficial, that future technologies must be an ongoing part of curriculums and institutions should focus on equipping students with the ability to use digital tools for their future employment.   

Consequently, further research is recommended on the ways institutions should respond to the digital transformation of the social sciences and education, on how to integrate new technologies without ignoring the beneficial contribution of current and established methods, and on what the future brings for contemporary social sciences in the dawn of artificial intelligence.