Can Teaching Data Analysis In-House Improve Psychology Students' Skills?

Autor/inn/en	Vittengl, Jeffrey R.; Vittengl, Karen L.
Titel	Can Teaching Data Analysis In-House Improve Psychology Students' Skills?
Quelle	In: Teaching of Psychology, 49 (2022) 3, S.206-211 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vittengl, Jeffrey R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628321992842
Schlagwörter	Teaching Methods; Data Analysis; Generalization; Psychology; Statistics Education; Undergraduate Students; Majors (Students); Outcomes of Education; Comparative Analysis; Skill Development; Capstone Experiences; Grades (Scholastic); College Entrance Examinations; Student Records; Multiple Choice Tests; ACT Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Psychologie; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Notenspiegel; Aufnahmeprüfung; Schülerakte; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Background: Acquisition and generalization of data analysis skills are perennial challenges for psychology students. Teaching advanced data analysis in a psychology-specific context might improve students' learning. Objective: At a mid-sized public university, we evaluated student outcomes after a new quantitative psychology course taught in the psychology department compared to upper-level statistics courses taught in the statistics department. Method: Undergraduate psychology majors (N = 80) completed quantitative psychology and/or upper-level statistics courses in preparation for their capstone research course. Participants also completed a brief data analysis skills assessment and the Major Field Test for Psychology. Results: Controlling for prerequisite grades and ACT composites, participants who completed quantitative psychology compared to upper-level statistics had significantly better academic outcomes, on average (standardized mean difference = 0.37). Conclusions: Psychology students completing an upper-level data analysis course within versus outside the department demonstrated better learning outcomes in psychology. Teaching Implications: Psychology programs that outsource data analysis courses should consider whether teaching these skills in-house holds potential to improve student outcomes. Alternatively, statistics departments might consider developing psychology-themed courses taught by faculty with expertise in psychological science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01