The effect of data analysis modules in the introductory sociology course: Lessons for the social sciences

Abstract

This article offers an evaluation of the implementation of the American Sociological Association's Integrating Data Analysis Project in a large introductory sociology course. This project was designed following an examination of the curricula of 13 disciplines that revealed that sociology failed to integrate empirical, quantitative literacy components throughout the undergraduate curriculum. Thus, efforts to introduce students to data analysis early and often were established as a best practice in the discipline. Results revealed that the students found the modules helped them understand the empirical nature of sociology. The students expressed an interest in participating in future research projects in sociology and/or other disciplines. They were not overly anxious about the quantitative literacy components of the course. Including on-line data analysis strategies using publicly available data and complimentary software represent cost and time-effective methods of introducing quantitative literacy into the social science classroom. Many social and behavioral sciences other than sociology have also discovered that their students lack a clear understanding of the relationship between empirical research and substantive topics within the discipline. Consequently, the lessons learned from the efforts of the ASA could be applied across many disciplines to form a more cohesive curriculum for many disciplines. © 2006 Springer Science + Business Media, Inc.