Figures & data
Table 1 The percentage (expected percentage) of students in the two cohorts for each response to the question “Are you worried/nervous about learning a new computing language.”
Table 2 The percentage (expected percentage) of students in the two cohorts for each response to the question “How would you rate your anxiety levels around using R for statistical analysis?” at the mid-way point of the module.
Table 3 The percentage (expected percentage) of students in the two cohorts for each response to the question “How would you rate your anxiety levels around using R for statistical analysis?” at the end of the module.
Table 4 The percentage (expected percentage) of students in the two cohorts for each response to the question “How would you rate your agreement with the following statement: I enjoyed learning R as part of this module.” in week 5.
Table 5 The percentage (expected percentage) of students in the two cohorts for each response to the question “How would you rate your agreement with the following statement: I enjoyed learning R as part of this module.” in week 10.
Fig. 1 Histograms comparing the distribution of scores for Biomedical Sciences students (Top) and Mathematics and Statistics students (Bottom).
Fig. 2 Histograms of the scores for the current Biomedical students who had R as their statistical software (top) and the previous years students who had Minitab as their statistical software (bottom).
Table 6 Summarizing the entry requirements for undergraduate courses in Mathematics and Biomedical Sciences.
Data Availability Statement
The data that support the findings of this study are openly available in Mendeley Data at http://doi.org/10.17632/3fkkgkbtt5.1. As this data has already been collected as part of the routine feedback process, it would be considered secondary data and so is excluded from the University Code of Practice so no ethical approval is required.