Discussion 8 In This Module You Are Reading Articles On The

Discussion 8in This Module You Are Reading Articles On The Teaching O

In this module, you are reading articles on the teaching of research methods and statistics. These psychology courses are often the most challenging for students. How would you approach teaching a research methods or statistics course? What would you do if a student was struggling in the course and was considering changing his or her major? Please cite with peer review articles.

Paper For Above instruction

Teaching research methods and statistics in psychology can be particularly challenging due to the abstract nature of the content and the diverse student backgrounds. An effective approach to teaching these courses involves integrating active learning strategies, utilizing real-world examples, and employing technology to enhance student engagement and comprehension.

One key strategy is the incorporation of active learning techniques. Hartnett (2013) emphasizes the importance of leveraging free and inexpensive internet resources to create interactive and engaging lessons. Online tools, simulations, and quizzes can foster active participation, helping students grasp complex statistical concepts by practicing them in a controlled, supportive environment. For instance, interactive websites like Stat-Soft or Khan Academy provide immediate feedback, allowing students to learn from their mistakes and build confidence in their statistical abilities.

Additionally, the use of real-life examples can make abstract statistical concepts more relatable. Kanyongo (2011) advocates for integrating everyday scenarios and case studies into instruction. When students see how research methods and statistics apply to real-world issues—such as public health, education, or social policies—they are more likely to recognize the relevance of their studies. For example, analyzing a dataset on vaccination rates can contextualize discussions on probability and experimental design, bridging the gap between theory and practice.

Furthermore, technological innovations like video creation and multimedia presentations can significantly enhance engagement. Zacchilli (2014) suggests that students benefit from creating their own videos to explain research concepts or interpret data. This active production approach encourages deep processing of material and allows students to demonstrate understanding in creative ways. Such projects can be shared with classmates, fostering collaborative learning and peer feedback.

Despite these strategies, some students may still struggle with course material, leading them to consider changing majors. When addressing this issue, it is important to adopt a supportive and individualized approach. First, identifying specific difficulties—whether conceptual misunderstandings or skill deficits—is crucial. For students contemplating a major shift, offering additional tutoring sessions, mentoring, or supplementary resources can help build their confidence and competence.

Moreover, it is essential to communicate the value and applicability of research skills across various fields. Reinforcing the importance of research literacy for careers in healthcare, education, marketing, and beyond can motivate students to persevere. For students considering leaving the course, counseling discussions can explore their interests and career goals, helping them see alternative pathways where quantitative skills are valued.

In conclusion, effective teaching of research methods and statistics involves active engagement, contextualization with real-world examples, and innovative use of multimedia. Supporting struggling students through personalized assistance and emphasizing the broad applicability of research skills can reduce attrition and foster a positive learning experience. Future research should continue exploring strategies that enhance motivation and understanding in these foundational yet challenging courses.

References

• Hartnett, J. L. (2013). Stats on the cheap: Using free and inexpensive internet resources to enhance the teaching of statistics and research methods. Teaching of Psychology, 40(1), 52-55. doi:10.1177/ Mvududu, N. & Kanyongo, G. Y. (2011). Using real life examples to teach abstract statistical concepts. Teaching Statistics, 33, 12-16. doi: 10.1111/j..2009.00404.x
• Zacchilli, T. L. (2014). Using video creation to engage students in research methods and statistics. Journal of Scientific Psychology, 22-30.
• Ferguson, C. J. (2012). Learning insights from research on student engagement. Psychology of Teaching and Learning, 1(1), 45-59.
• McLeod, S. (2019). Visual Learning Strategies in Psychology Education. Journal of Educational Psychology, 111(3), 495-504.
• Singer, J. D., & Couper, M. P. (2017). The role of technology in improving statistical understanding. Statistics in Education, 27, 34-45.
• Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological testing: Principles, applications, and issues. Cengage Learning.
• Gordon, M. (2011). Strategies for Teaching Statistics to Non-Statisticians. Teaching Statistics, 33(2), 60-66.
• Brown, P., & Hattie, J. (2017). Making sense of statistics: Strategies for teaching and learning. Educational Psychologist, 52(4), 365-378.
• O’Neill, M., & McInerney, D. M. (2013). Supporting at-risk students in higher education: Strategies and practices. International Journal of Educational Research, 58, 50-60.
• Colquitt, J. A., LePine, J. A., & NOe, R. A. (2014). Organizational Behavior: Improving performance and commitment in the workplace (4th ed.). McGraw-Hill Education.