A Study of the Impacts of Infusing Data Analysis and Research in an Interdisciplinary Environmental Economics Course
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| Title: | A Study of the Impacts of Infusing Data Analysis and Research in an Interdisciplinary Environmental Economics Course |
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| Language: | English |
| Authors: | Sean P. MacDonald |
| Source: | Numeracy. 2026 19(1). |
| Availability: | National Numeracy Network. 906 West 2nd Avenue, Suite 100, Spokane, WA 99201. Tel: 507-222-5239; Web site: https://digitalcommons.usf.edu/numeracy/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Data Analysis, Data Collection, Statistical Analysis, Economics Education, Interdisciplinary Approach, Environmental Education, Assignments, Student Interests, Student Attitudes, Thinking Skills, College Students, Student Research, Research Projects |
| Geographic Terms: | New York (New York) |
| ISSN: | 1936-4660 |
| Abstract: | This paper explores the impacts of introducing quantitative literacy skills in an interdisciplinary Environmental Economics course typically taught as an issues and policy course without a quantitative component. The study examines the effects of infusing an engaging, student-selected data collection and analysis assignment on students' quantitative reasoning skills, as well as their interest in and attitudes about data analysis and quantitative information. Using data gathered from a set of pre- and post-assessment questions designed to measure changes in quantitative reasoning skills and attitudes, the findings point to significant attitudinal impacts, gains, but smaller, insignificant gains in quantitative reasoning skills. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495235 |
| Database: | ERIC |
| Abstract: | This paper explores the impacts of introducing quantitative literacy skills in an interdisciplinary Environmental Economics course typically taught as an issues and policy course without a quantitative component. The study examines the effects of infusing an engaging, student-selected data collection and analysis assignment on students' quantitative reasoning skills, as well as their interest in and attitudes about data analysis and quantitative information. Using data gathered from a set of pre- and post-assessment questions designed to measure changes in quantitative reasoning skills and attitudes, the findings point to significant attitudinal impacts, gains, but smaller, insignificant gains in quantitative reasoning skills. |
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| ISSN: | 1936-4660 |
