To What Extent Is Mathematical Ability Predictive of Performance in a Methodology and Statistics Course? Can an Action Research Approach Be Used to Understand the Relevance of Mathematical Ability in Psychology Undergraduates?

Autor/in	Bourne, Victoria J.
Titel	To What Extent Is Mathematical Ability Predictive of Performance in a Methodology and Statistics Course? Can an Action Research Approach Be Used to Understand the Relevance of Mathematical Ability in Psychology Undergraduates?
Quelle	In: Psychology Teaching Review, 20 (2014) 2, S.14-27 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Mathematics Skills; Predictor Variables; Statistics; Action Research; Psychology; Majors (Students); Undergraduate Students; Mathematics Tests; Factor Analysis; Mathematical Concepts; Semantics; Comprehension; Mathematics Achievement; Scores; Multiple Choice Tests; Foreign Countries; Statistical Analysis; Correlation; Research Skills; United Kingdom + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Prädiktor; Statistik; Projektforschung; Psychologie; Faktorenanalyse; Semantik; Verstehen; Verständnis; Mathmatics sikills; Mathematical ability; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Statistische Analyse; Korrelation; Forschungsleistung; Großbritannien
Abstract	Research methods and statistical analysis is typically the least liked and most anxiety provoking aspect of a psychology undergraduate degree, in large part due to the mathematical component of the content. In this first cycle of a piece of action research, students' mathematical ability is examined in relation to their performance across different assessments. A maths test, including only components relevant to psychological research and analysis, was designed and subsequently completed by 427 students. Factor analysis revealed three distinct facets: understanding of mathematical procedures; interpretation of findings; and understanding the semantics of mathematics. Only the procedural and interpretative factors were predictive of overall course performance. Higher scores on both factors predicted better performance on multiple choice questions assessment and an unseen exam, whereas only the interpretation factor predicted performance on a critical thinking assignment and a lab report. The findings are considered with a view to developing another cycle of action research that more actively involves students. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01