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

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 n...

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Bibliographic Details
Published in:Teaching of psychology 2022-07, Vol.49 (3), p.206-211
Main Authors: Vittengl, Jeffrey R., Vittengl, Karen L.
Format: Article
Language:English
Subjects:
Capstone Experiences
College Entrance Examinations
Comparative Analysis
Data Analysis
Departments
Field Tests
Generalization
Grades (Scholastic)
Learning
Majors (Students)
Mathematics Instruction
Multiple Choice Tests
Outcomes of Education
Pedagogy
Psychology
Quantitative psychology
Resistance (Psychology)
Skill Analysis
Skill Development
Statistics Education
Student Improvement
Student Records
Teaching Methods
Undergraduate Students
University students
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Summary: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.
ISSN:0098-6283
1532-8023
DOI:10.1177/0098628321992842