Enhanced Outcomes, Improved Feedback: Maximizing Success Through Collaborative Final Projects in Quantitative Methods Courses
By Michael A. Hansen, University of Turku
Teaching quantitative methods in political science often presents challenges due to student apprehensions, the complexity of the material, and the time demands on instructors. This study advocates for incorporating collaborative final projects to address these issues. A comparative case study in Finland and the United States reveals that courses with collaborative projects lead to reduced student anxiety, improved student success and course feedback, and lower instructor time commitments and greater positive feedback. The findings suggest that collaborative learning in quantitative methods courses benefits both students and instructors, enhancing the overall educational experience.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.