Embedding quantitative methods by stealth in political science

Abstract

Student evaluations of quantitative methods courses in political science often reveal they are characterised by aversion, alienation and anxiety. As a solution to this problem, this paper describes a pedagogic research project with the aim of embedding quantitative methods by stealth into the first-year undergraduate curriculum. This paper describes the development and evaluation of new teaching and learning materials using active learning pedagogies. The learning activities were designed to develop introductory-level quantitative skills and create a positive first impression of quantitative methods by clearly communicating their value and relevance. The paper demonstrates how the study of psephology – electoral and polling data – can be used to embed quantitative methods within the substantive political science curriculum. This involved devising effective ways of not only teaching psephology but also recreating the experiences of ‘being a psephologist’ as a learning experience in a way that develops quantitative skills and embeds quantitative methods. This study illustrates how quantitative methods can be successfully embedded into the substantive curriculum and explores a range of relevant debates for pedagogical practice and curriculum design.