Teaching Communication Research Methods: Student Perceptions of Topic Difficulty, Topic Understanding, and Their Relationship with Math Anxiety

Abstract

The undergraduate Communication Research Methods course is a foundational course offered by a majority of departments across the country. Despite its ubiquity and importance, the course is often seen as a difficult pedagogical experience for students and instructors alike. To more completely understand student learning in this course, this study examined relationships between perceptions of course topic understanding, course topic difficulty, and their relationship with students’ level of math anxiety. Results revealed that statistical topics emerged as the most difficult for students to learn. Significant and strong negative correlations were observed between perceived difficulty and understanding for each of the 19 course topics. Self-reported math anxiety was positively related to both perceived difficulty and understanding of the topics. Suggestions are offered to enhance course instruction.

Keywords:

• Communication Research Methods
• Instructional Methods
• Math Anxiety

Notes

Note. ANOVA = analyses of variance.

^a Mean degree of difficulty and understanding.

Note. ANOVA = analyses of variance.

*p < .01.

Note. ANOVA = analyses of variance.

*p < .05. **p < .01.

Additional information

Notes on contributors

Andrew S. Rancer

Andrew S. Rancer (PhD, Kent State University, 1979) is a professor in the School of Communication at the University of Akron.

James M. Durbin

James M. Durbin (MA, University of Akron, 2008) is an associate instructor in the School of Communication at the University of Akron.

Yang Lin

Yang Lin (PhD, University of Oklahoma, 1997) is a professor in the School of Communication at the University of Akron.