Making Meaning of MSW Students’ Statistical Abilities: The Role of Self-Efficacy and Knowledge-Based Assessment

ABSTRACT

Although statistics and research are key components of social work education, students are often described as reluctant consumers and users of statistics. Self-efficacy theory has been used to understand students’ engagement with the statistical knowledge needed for practice. This quantitative study explores the relationship between self-efficacy, self-reported ability, and demonstrated statistical knowledge among MSW students (N = 101). There was a weak positive relationship between self-efficacy and the ability to apply statistics, but self-efficacy was not associated with perceived or demonstrated ability to define statistical concepts. Although many students demonstrated a strong ability to define statistical concepts, the majority of students were unable to apply the concepts to a practice-based example. The implications for competency-based statistical instruction are discussed.

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Notes on contributors

Rebecca G. Mirick

Rebecca G. Mirick is assistant professor at Salem State University. Ashley Davis is assistant professor at Wheelock College.

Ashley Davis

Rebecca G. Mirick is assistant professor at Salem State University. Ashley Davis is assistant professor at Wheelock College.