Debating Curricular Strategies for Teaching Statistics and Research Methods: What Does the Current Evidence Suggest?. (July 2014)

• Record Type: Journal Article
• Authors: Barron, Kenneth E.; Apple, Kevin J.
• Is Part Of: Teaching of psychology. Volume 41:Number 3(2014:Jul.)
• Page Start: 187
• Page End: 194
• Publication Date: 2014-07
• Subjects: statistics -- research methods -- curriculum development -- curriculum structure and sequence -- undergraduate education; Psychology -- Study and teaching (Higher) -- Periodicals; 150.711
• DOI: 10.1177/0098628314537967
• Languages: English
• ISSNs: 0098-6283

Abstract

Coursework in statistics and research methods is a core requirement in most undergraduate psychology programs. However, is there an optimal way to structure and sequence methodology courses to facilitate student learning? For example, should statistics be required before research methods, should research methods be required before statistics, or should statistics and research methods be taught in a combined, integrated fashion? In this article, we first review the current empirical evidence on whether there is a preferred format and sequencing of methodology courses to enhance student learning outcomes. Then we summarize an assessment study conducted at our own institution comparing a nonintegrated, two-course sequence that required statistics before research methods and an integrated, two-course sequence in which students shifted in an out of research methods and statistics units during each semester on short-term and long-term student outcomes. Our results revealed that students enrolled in the integrated sequence not only earned higher course grades in each of their initial methodology courses but also scored higher on senior exit assessments of their methodology skills taken at the end of their undergraduate careers.