Training Staff and Students in Psychology in the R Computer Language: Implications for the Psychology Curriculum in South Africa

Autor/inn/en	Coetzee, Bronwynè; Kagee, Ashraf
Titel	Training Staff and Students in Psychology in the R Computer Language: Implications for the Psychology Curriculum in South Africa
Quelle	In: Africa Education Review, 18 (2021) 1-2, S.33-50 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coetzee, Bronwynè) ORCID (Kagee, Ashraf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2022.2107940
Schlagwörter	Teaching Methods; Faculty Development; Psychology; Programming Languages; Computer Science Education; Course Descriptions; Foreign Countries; Research Skills; Departments; Social Science Research; Universities; Student Attitudes; Barriers; Computer Software; Time Management; Usability; Knowledge Level; College Faculty; Undergraduate Students; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Computer science lessons; Informatikunterricht; Kursstrukturplan; Ausland; Forschungsleistung; Department; Abteilung; Social scientific research; Sozialwissenschaftliche Forschung; University; Universität; Schülerverhalten; Zeitmanagement; Wissensbasis; Fakultät; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In psychology departments in South Africa, the Statistical Package for the Social Sciences (SPSS) is routinely used for quantitative analysis. While SPSS has a user-friendly interface, it does not permit application of some of the more sophisticated analytic approaches and therefore has limited functionality. The programming language R can perform most statistical functions. However, research on user experiences of R and its integration into the psychology curriculum in South Africa is lacking in the literature. To better understand the acceptability of integrating R into psychology training at a local residential university, we interviewed ten staff and students with a background in psychology about their experiences of a six-session R training course in November 2017. The interviews were transcribed verbatim and the data were analysed thematically using ATLAS.ti v8. We identified three super-ordinate themes that provided insights into our participants' experiences of the software and the workshop. Participants spoke about the various advantages and useful functionalities of R and described it as a sought-after skill in research. They spoke about challenges they experienced with the software and preferred menu-driven software such as SPSS and perceived such tools as being easier to learn, time saving and more user-friendly. They also indicated that their limited statistical skills and knowledge influenced their willingness to pursue software like R in future. We found that there is sufficient curiosity and interest among staff and students in psychology about learning new statistical programs and integrating R into the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01