Quantitative attitutional data was collected form first year social science students regarding their anxiety about learning statistics and their ability to complete and to learn to complete core statistical tasks, at the beginning and end of a statistics teaching module to identify the impact (if any) of the teaching they have received on their anxiety and self-competence ratings. The aim of the project is to examine the impact (if any) of the introduction of visualisation teaching and learning techniques, including Geographical Information Systems in the form of 'crime mapping' data management and analysis software, on student's self-reported experience of, and attitudes toward, quantitative method teaching. To achieve its aim the project will acquire baseline data from undergraduate criminology and sociology students before introducing a targeted intervention - a new teaching module which emphasizes visual learning and teaching strategies - and ascertaining its impact on student learning

Undergraduate social science students completing a first-year statistics teaching module completed a questionnaire at the beginning and end of a quantitative method teaching module. The questionnaire asks a series of questions pertaining to their anxiety to learn statistics and ability to both complete and learn to complete, core statistical tasks, such as identify a level of measurement of data. By asking students to respond to the same question at the beginning and end of the module it was possible to identify if their anxiety reduced and their self-confidence to complete and learn to complete core statistical tasks increased, as a result of completing the teaching module.