Abstract
Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.
Highlights
Researchers have studied the importance of the research methods and statistics integration into a psychology module, as students are not eager to follow relevant modules (Rajecki et al, 2005)
There was a significant item by approach interaction F (5, 160) = 10.00, p
To what extent would you say the traditional approach of teaching year 1 practical classes/interactive approach achieves the following
Summary
Researchers have studied the importance of the research methods and statistics integration into a psychology module, as students are not eager to follow relevant modules (Rajecki et al, 2005). The willingness of Psychology students to follow these modules is related to three broad perspectives: mathematical aptitude and prior knowledge of students, affective and attitudinal factors and pedagogic approaches (Mulhern & Wylie, 2006). Tishkovskaya and Lancaster (2012) reviewed the challenges of statistical education and provided an overview of suggested strategies and techniques for developing research-based statistics courses. They proposed the use of active and collaborative problem solving, technology and online resources to promote statistical reasoning, interactive activities with feedback and the use of real world examples. They proposed the use of active and collaborative problem solving, technology and online resources to promote statistical reasoning, interactive activities with feedback and the use of real world examples. Wilson (2013) reported that a flipped classroom approach could enhance the learning of statistics allowing students to „„do statistics‟‟ and solve problems in an environment where they can get immediate feedback (p. 197)
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