Teaching Quantitative Literacy through a Regression Analysis of Exam Performance

Abstract

Quantitative literacy is increasingly essential for both informed citizenship and a variety of careers. Though regression is one of the most common methods in quantitative sociology, it is rarely taught until late in students’ college careers. In this article, the author describes a classroom-based activity introducing students to regression analysis in an introductory sociology course. Using a data set that draws on the students’ quiz and exam scores, students learn the basics of interpreting regression analyses in a manner that is relevant to their own lives. The activity also encourages students to think critically about potential predictors of exam performance and how they could be measured.