+Teaching psychological research methods through a pragmatic and programmatic approach.

Patrick Rosenkranz, Amy Fielden, Efstathia Tzemou

+Outline

The need for a new approach to teaching PSY 2011

Our approach

Evaluation of the new PSY 2011

+Psychology Research Training

In the UK this usually: involves the teaching of statistics and methods is taught in both the 1st & 2nd year each of the 3-

year programmes across semesters preparation for 3rd year project/dissertation involves lectures and practicals historically has valued quantitative methods and

experimental designs

This is reflective of the model at Newcastle

+The Background to the New PSY2011

2nd year, semester 2 research methods module

Revisions prompted by external examiners feedback

Revisions made keeping in mind: BPS requirements Theoretical approaches to teaching and learning

research methods The modern day field of psychology The importance of psychological literacy

+The BPS Requirements

Psychological research methods teaching should: cover both quantitative and qualitative methods focus on the development of research skills:

as a fundamental part of learning as a pre-requisite for professional training

develop valuable skills including: evaluating evidence making evidence-based decisions in every-day life

+External Examiners’ Feedback

Previous research modules over-emphasise experimental research and survey studies at the expense of: qualitative research methods (such as thematic

analysis of interview data) psychometrics (the theory and technique of

psychological construct measurement)

+PSY 2011: the Theoretical Framework

A pragmatic approach to teaching methods Research competence vs research methods

appreciation

A programmatic approach Reflective of “real” research

The nature of undergraduate research and inquiry

+The Nature of Undergraduate Research and Inquiry

Source: Healey and Jenkins, 2009

+The Aims of the New PSY2011

Develop independent researchers (last research methods module before final-year project)

Develop research skills and psychological literacy

Integrate the module into the degree programme as a whole

Draw upon the school’s peer mentoring scheme

+The New PSY2011

The Programmatic Approach: One topic: The use of Facebook in managing

relationships

Qualitative investigation

Psychometric scale

development and

validation

Online survey study

to test hypotheses

+The New PSY2011

The Pragmatic Approach: Lecture to provide theoretical background Workshop-based practicals Assessment: research reports

Collaborative Learning: Work in mentor groups Staff and demonstrators as collaborators in practicals

Fielden, Goldie, Sillence (2012)

Rosenkranz (2012)

+Our Broader Objectives

To provide students with an experience of: The uncertainty of research Making decisions and justifying them Collaboration as part of a research group and

with staff

+The Student’s Evaluations

Quantitative TEQ questions

Open ended TEQ questions

Focus group

+TEQ Overall Satisfaction

1 2 3 4 50%

5%

10%

15%

20%

25%

30%

35%

40%

Overall I am satisfied with this module

Strongly disagree Strongly agree

43.2%

+Other TEQ Responses

Question Percentage agree/strongly agree

The content was intellectually stimulating

35

The new methods introduced have challenged me

92.5

I have received helpful feedback 47

The teacher stimulated me to learn (average across 3 instructors)

72

The teacher was approachable (average across 3 instructors)

76

Working in my mentor group increased my understanding and/or developed my skills

67.5

I feel more comfortable following this module to make decisions about research

60

+Open-Ended Question Results

Answers short, descriptive and non-reflective E.g.: Q: What research-specific skills have you

learned as part of this module? A: how a survey based report is constructed

Seeming inconsistences in quantitative questions persisted

A need for an in-depth exploration: focus group

+Focus Group Findings

The focus group sort to elaborate on 2 key areas Perceptions of psychological research pre, post

and during the module Development of research skills and psychological

literacy

+Perceptions of Psychological ResearchPre

focus on well evidenced “proven” findings staff have the answers, there is one “truth” focus on formatting and style less content

During Less hand-holding/more independence in decision making “things were not tried and tested” Variation in the answers from different members of staff

Post Research is less definitive than previously thought –

empowerment Multiple means of investigation “Appreciation of real research”

+Development of Psychological LiteracyWorking in the mentor groups

group decision making dealing with conflict managing group roles

Evidence based conclusions evaluating research analysing data understanding results

Staff-student communication fostering independence staff may not have all the answers on the spot relationship building as collaborators/supervisors

+Conclusion

The differential perception of uncertainty in research Valuing uncertainty vs fearing uncertainty

Our challenge: managing uncertainty through communication?... through focused seminars?... through a group “manifesto”?... through the assignment of one member of staff to

each group?...

Any thoughts?...

+References

Fielden A, Goldie S, Sillence E.(2012). Taking another look: Developing a sustainable and expandable programme of qualitative research methods in psychology undergraduate teaching. Psychology Learning and Teaching, 11(1), 46-51.

Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy.

Rosenkranz P. (2012) Integrating Peer Mentoring into the Psychology Curriculum: from an extended induction to an academic skills course. Psychology Learning and Teaching, 11(2), 201-208