Debating Curricular Strategies for Teaching Statistics and Research Methods: What Does the Current Evidence Suggest?

Autor/inn/en	Barron, Kenneth E.; Apple, Kevin J.
Titel	Debating Curricular Strategies for Teaching Statistics and Research Methods: What Does the Current Evidence Suggest?
Quelle	In: Teaching of Psychology, 41 (2014) 3, S.187-194 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314537967
Schlagwörter	Statistics; Methods Courses; Core Curriculum; Undergraduate Students; Psychology; Curriculum Design; Student Evaluation; Quasiexperimental Design; Virginia + Suchen Sie Ihr Suchwort? Statistik; Methodisch-didaktische Anleitung; Kerncurriculum; Psychologie; Lehrplangestaltung; Schulnote; Studentische Bewertung
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10