Information Literacy for Everyone: Using Practical Strategies to Overcome ‘Fear and Loathing’ in the Undergraduate Research Methods Course

Abstract

ABSTRACT 1 Because the research methods course is critical in helping students to better understand political outcomes, one would expect the subject to be of great interest to political science majors. Evidence suggests, however, that undergraduates often approach the methods class with substantial fear and generally avoid or postpone taking the class. Using data gathered over a 17-year period from 25 sections of the course conducted at two different institutions, we demonstrate that, on average, students self-report moderately strong levels of apprehension about the course, low ratings of their math skills, and the perception that the course is quite difficult. We then describe several practical strategies that we have employed to address these barriers to engagement with, and mastery of, the material – ranging from the philosophical approach to the course to specific assignments and activities for research methods classes. Based on qualitative evidence provided by end-of-semester course evaluations and a small sample of student reflections from an anonymous post-class questionnaire, the results suggest that these strategies have been successful in reaching students who initially showed debilitating anxiety or a lack of interest in the topic.