ERIC EJ1146654: Teaching Research Methods to Encourage the Transition from "Reluctant Scientist" to Psychologist: A Longitudinal Study

2015·0.47 MB·English

by  ERIC

Teaching Research Methods to encourage
the transition from ‘reluctant scientist’ to
psychologist: A longitudinal study
Julia M. Robertson & Barbara E. Kingsley
The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long
been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective
teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine
the efficacy of specified interventions. This study employed such a design, the sample consisting of three
cohorts of first-year psychology students (N=286) over three consecutive years who were undertaking Research
Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to
facilitate a more engaging delivery of the material and greater consolidation of basic principles though
iterative classroom techniques and the use of formative and summative assessments. A significant
improvement in student marks, despite an increase in the difficulty of the assessments, was found with
overall marks increasing by a whole grade band. Further analysis of the different assessed elements of the year-
long module also demonstrated improved performance in each of the constituent parts. This study, therefore,
extends the growing body of evidence-based literature on the use of effective teaching techniques and assessment
regimes in a challenging area.
Keywords: research methods; assessment; teaching, pedagogy.
1.Introduction
T
O ANY INTREPID INSTRUCTOR who and analysis? These were the questions that
has chosen to teach Research Methods, we asked as we took ownership of this
or, indeed, to those others who have module. We hope that by sharing some of
had the teaching of research methods thrust our thoughts and experiences our enthusi-
upon them, the title of this paper may have asm for teaching this module may provide
invoked a wry smile. We will all, after all, be some inspiration and ideas for novice (or,
accustomed to the familiar groans and perhaps, jaded) lecturers in this challenging
protests of those who come to this module area.
nervous and sceptical about the value of So why, first, does the undergraduate
research methods to their new career, and psychologist show such consistent resistance
reluctant to take on the challenges they see to studying Research Methods? It may be
ahead of them. Nevertheless, in order to that whilst the study of psychology is appro-
truly understand one’s discipline the learner priately defined as the scientific study of the
must embrace the fundamental concepts human mind and behaviour, yet, for the
involved, and psychology is no different. For undergraduate psychologist, the overriding
the learner psychologist, therefore, there is interest is in people –why people behave the
no getting away from the fact that psychol- way they do, what motivates them, excites
ogy is a science. Hence it is imperative that them, angers them, and why those emotions
the essential elements of scientific study are may be translated into different behaviours
understood. So what can we do to meet the by different people. It appears that despite
resistance and break it down, allowing the fact that psychology is a scientific study,
students to progress in their field confident many undergraduates come to the discipline
in the rudiments of research methodology perplexed about the emphasis on scientific
44 Psychology Teaching Review Vol. 21 No. 1, Spring 2015
© The British Psychological Society
Teaching Research Methods to encourage the transition from ‘reluctant scientist’ to psychologist
rigour and the need for empirical research, and new knowledge could take place, the
regarding it instead as an unwelcome diver- first important decision in the teaching of
sion from ‘the real thing’. This fundamental Research Methods was therefore made, to
paradox has important practical implica- dispense with traditional teaching timetables
tions, requiring us to ask, as tutors, what can and to introduce a three-hour long session,
be done to put the ‘science’ back into the to be split as deemed appropriate to the
scientific study of mind and behaviour. How content of the day and to the mood of the
can the study of Research Methods in moment – flexibility and responsiveness to
psychology make the transition from, as student understanding and attentiveness
Ramsden puts it, an imitation subject, in being key. Thus we favoured a more student-
which ‘academic knowledge [is kept] sepa- centred approach to teaching and learning
rate from experience’ (1992, p.39), to a real in which the focus was of group interaction
one in which knowledge is integrated, flexi- both within peers and between lecturer and
ble and applicable to everyday reality? How, students.
indeed, do we, as tutors, encourage the
student psychologist to make the transition 1.2 Changing the ‘how’ we teach as well as
from reluctant scientist to psychologist? Our the ‘what’.
applied assessment of this question begins by Key content changes reflected the need to
considering the module as inherited, both in provide a breadth of learning in the first
terms of teaching and assessment, before instance, with sufficient understanding to
moving on to the changes introduced and allow its development to the more complex
the resultant impact on learning and under- statistical analyses required for the final-year
standing over two years. dissertation and post-graduate studies. Build-
ing on the collegiality established, a broad
1.1 Changing the timetabling range of materials and techniques were
Teaching Research Methods (a module therefore introduced to provide a diverse
incorporating both research methodology and engaging mixture of teaching tech-
and statistics) at Level 4 originally took the niques. Essential elements are detailed in
traditional format, that being the hour-long Table 1.
lecture followed by a generally poorly However, at least as important to engage-
attended seminar. This, of course, was consis- ment as the teaching techniques used, it was
tent with a more traditional style of teaching also felt imperative to dispel the notion of
psychology at HE level, with lecturer as Research Methods as a ‘dry’ and ‘starchy’
authority figure and the arguably inherent subject, and to encourage a relaxed and,
hierarchical dynamic this entails (Boaler, where possible, entertaining learning envi-
2000). ronment. Thus, not only what was to be
In view of the fact that a deep learning taught, but how it was to be taught became a
style may best be facilitated through an key consideration. For example, building on
active (and interactive) approach where the work conducted by Kolb (1984, 1985),
student takes responsibility for their own Kumar et al. (2013), and Rasul, Bukhsh and
learning (Barry, 2012; Claxton, 2007; DiPiro, Batool (2011) which showed the importance
2009; Gleason et al., 2011) it was felt that of visual in addition to audio information to
there must be a fundamental issue with student engagement with their material,
teaching a subject in this traditional lecture- increased emphasis was placed on the visual
seminar format, where the seminar was quite attractiveness of teaching materials, includ-
clearly assigned ‘second place’. ing powerpoint (PPT) slides and experimen-
In order that ideas could be generated tal materials, and the design of hand-outs
and developed, and connections made and support material. For example, when
between modules and synthesis of existing providing participant instructions on the way
Psychology Teaching Review Vol. 21 No. 1, Spring 2015 45
Julia M. Robertson & Barbara E. Kingsley
Table 1: Key content changes.
Interactive elements in all sessions, including:
Experiments
Observations
Interviews
Student presentations
SPSS practicals – own and other data
Worksheets
Quizzes
Discussion sessions
Revision material, including:
Revision of previous week’s content at start of each new seminar session
Re-iteration of material from previous experiments to develop new ideas
Use of SPSS:
Introduction within weeks of start of the module
Weekly use thereafter to produce graphical representations of data, analyse own data, etc.
to engage in an image-linking task, we Relevance was also considered to be key
provide an image of a cat watching a televi- to improving engagement and to promote
sion to reinforce the link between the two learning. Accordingly, research questions,
words ‘cat’ and ‘television’. When describing examples, and so on reflected areas of inter-
the generation of research questions from est outside of the learning environment
experiential data and contrasting it with the (Willms, Friesen & Milton, 2009, cited in
development of a research hypothesis from Taylor & Parsons, 2011) and were made rele-
pre-existing theoretical and empirical litera- vant to the programmes of study in which
ture, we use custom animation to demon- the students were engaged (and were, there-
strate the flow of information. In all PPTs fore, also relevant to their interests and long-
attempts are made to provide this visual term goals; Claxton, 2007). For example, we
support, thereby utilising the sense of sight might ask our Sports Psychologists whether
in addition to hearing, in order to assess the athletes would experience improvements in
resultant impact, if any, on later assessments. stamina as a result of a dietary intervention
Additionally, and recognising the literature and use that question to direct the design of
advocating a multisensory approach (Willis, possible studies incorporating both inde-
2010), many of the experiments conducted pendent and dependent designs, whilst
incorporated tactile elements, including the considering their respective advantages and
building of marshmallow towers (to promote disadvantages. Similarly, we might ask our
a discussion on the design of experiments), Criminological Psychologists how they might
and measurements of height, foot size and design a study to help understand the possi-
arm span (for data on correlations), as well ble impact of a rehabilitation programme on
as taste through the blind tasting of Coca the recidivism of perpetrators of domestic
Cola derivatives (as data for Wilcoxon’s abuse.
analysis). In all cases and at the same time, Additionally, relevance was considered
thought was given to the interactive nature with respect to the modular structure of the
of the tasks (Taylor & Parsons, 2011), and to psychology programmes in which Research
the potential for humour and enjoyment in Methods is taught. By incorporating subject
the tasks given (Barry, 2012). matter from other Level 4 modules (for
46 Psychology Teaching Review Vol. 21 No. 1, Spring 2015
Teaching Research Methods to encourage the transition from ‘reluctant scientist’ to psychologist
example, an identification task based on the students were required to provide short defi-
ability to smell food products whilst tasting nitions (typically a couple of sentences) to
them, thus offering useful synergies with the statistical concepts or terms given which
Introduction to Biopsychology module) aimed to assess understanding of key terms,
there was a deliberate attempt to challenge and a final section which consisted of a
the modular structure pre-eminent in description of a research study with associ-
today’s HE institutions: a structure which can ated SPSS output. This final section aimed to
only encourage an atomistic approach where assess ability to analyse the results of a
aspects of a discipline are learned and research study and ‘read’ the output from
‘understood’ in isolation (Taylor & Parsons, statistical tests conducted with SPSS.
2011). Indeed, it is not unusual to find
students penalised in assignments or exams 1.3.1 Where were the problems with the existing
for straying into ‘other areas’, as opposed to assessment regime?
being commended for their insight in cross First, it was felt that the assessment regime
or inter-disciplinary integration. If one is to should be more multifunctional. Thus,
achieve a deep level of understanding, it is consistent with the need for Learning
vital to achieve synthesis of subject matter, a Outcomes to be a reflection of what the
holistic approach to a discipline. The teach- student will learn, as opposed to what the
ing of Research Methods, as a discipline teacher will teach (Bloom, 2001), evaluation
which underlies all other sub-disciplines should not just be for accountability, used
within psychology, is ideally suited to encour- primarily to communicate standards to stake-
age this synthesis and integration. holders, whether they be the teacher, the
learner, the institution or employers (Brown
1.3 Changing the assessment & Knight, 1994; Ramsden, 1992). Rather,
The assessment regime, as inherited, evaluation should be (perhaps primarily)
focussed primarily on the protocols of writ- used for feedback and guidance, aimed to
ing a research report, with rather less weight help and improve self-regulated learning
given to the remaining material from the both for the learner and the teacher (Black
module. Specifically, assessment included & Wiliam, 1998; Bryan & Clegg, 2006).
four pieces of coursework terminating in an Furthermore, there was a need for the func-
end of year exam. All four pieces of course- tions of the assessment process to be made
work were focussed on the writing of a explicit, with students being clear as to why
research report. The first three, each they were being assessed, and preferably
weighted at 10 per cent, built progressively being convinced of the advantages to them
on each other by adding another element of of the results of such evaluations. This
the scientific report, culminating in a full required a fairly fundamental change in the
report by the third submission, and thus way assessments and evaluations were to be
reflecting a genuine attempt to build skills presented to students, not as a necessary evil
from one assessment to the next. The final to be tagged on to the end of a course of
piece of coursework was also a full research instruction, but as a valuable aid in their
report (this time weighted at 30 per cent) development from novice to professional.
but based upon a different research problem Second, lack of engagement with the
to coursework three. In all, then, there were assessment process, and hence the implica-
four pieces of coursework which totalled 60 tions for learning from feedback as part of a
per cent of the total module assessment. formative process (Sadler, 1989), was a
Assessment in the final open-book exam significant problem. This was evidenced by
was in three sections incorporating a multi- the large number of coursework non-
ple choice element which aimed to assess submissions (26 per cent of the 2009/2010
breadth of learning, a section in which cohort failed to submit at least one piece,
Psychology Teaching Review Vol. 21 No. 1, Spring 2015 47
Julia M. Robertson & Barbara E. Kingsley
and 13 per cent failed to submit two or (Astin, 1993) or for institutional scrutiny
more). Student feedback suggested that with (Taylor & Parsons, 2011). The value of form-
pieces of coursework weighted at 10 per ative assessment was, therefore, discussed at
cent, there was insufficient motivation to some length in the relevant seminars prior to
either complete, or complete to the best of the assessment, and feedback after the assess-
their ability, what could be large pieces of ment was an interactive session within the
work. For example, it was noted that the usual timetable, deliberately collegial, and a
difference between achieving 60per centor motivational tool through the opportunity to
70 per cent for coursework three (a full lab praise the learning efforts of the students
report) was only one per cent in the overall involved (Malouff et al., 2010).
mark. In terms of content, the assessment
Last, it was apparent that by the final involved the critique of a poorly written
exam at the end of the first year a substantial research report, it being recognised that the
number of students were still struggling with ability to understand and observe the proto-
basic concepts, including elementary termi- cols of research report writing is an impor-
nology and principles. It was clear that this tant one, and one which needs practice. By
needed addressing. Whilst there was a reluc- replacing the first three pieces of coursework
tance to encourage surface learning of terms with one critique, it was believed that the
and ideas at the expense of a deep approach critical thinking needed to promote effective
(as proposed by Marton & Säljö, 1984, as report writing would be better encouraged.
cited in Marton, Hounsell & Entwistle), Furthermore, by allowing inspection of the
nevertheless it was recognised that such ‘good’ alternative after the assessment, all
learning would be required in order to students were able to compare ‘the good, the
enable the deeper learning to take place. bad and the ugly’ when writing their own full
research report (coursework two, weighted
1.3.2 How were the problems with the existing at 30per cent), allowing greater consistency
assessment regime addressed? in the materials students have post-formative
In order to improve engagement with the assessment.
assessment process, and in response to To help enforce the rudiments of research
student feedback highlighting their prag- terminology and principles at an earlier point
matic approach to submission of assign- in the academic year, a summative assessment
ments carrying a small weighting, the (MCQ, weighted at 30 per cent) was intro-
number of assessments was reduced from duced at the end of the first semester to
five to four, with, importantly, the first of encourage earlier engagement with core prin-
these being a formative assessment. In that ciples. This was designed to facilitate the
way the three summative assessments each surface level of understanding consistent with
immediately carried a larger weighting, Saljo’s (1979) first three hierarchical levels of
encouraging a higher submission rate (non- understanding, involving an acquisition of
submissions dropping from 26 per cent in knowledge and memorisation of facts, to
Year 1 to six per cent in Year 2 and four per become the foundation from which we were
cent in Year 3), whilst also providing a forum able to encourage a deeper level of under-
to discuss the value of assessment to self- standing as the module progressed towards
directed learning and development. the last two levels in Saljo’s five level hierarchy,
More specifically, the new assessment in which learning becomes something inter-
regime introduced was as follows. First, the nal to the learner as opposed to something
introductory piece of coursework became a that happens ‘to’ him or her.
formative piece, establishing assessment as a Assessment in the end of year exam
tool for ‘talent development’, as opposed to (weighted at 40 per cent) required little
assessment for ‘resource and reputation’ adjustment, providing as it did an opportu-
48 Psychology Teaching Review Vol. 21 No. 1, Spring 2015
Teaching Research Methods to encourage the transition from ‘reluctant scientist’ to psychologist
nity to apply understanding of all elements age differences in the efficacy of these inter-
of the module in a variety of ways (see ventions.
above). However, the exam was converted
from an open-book to an unseen exam (in Method
order to address simple transfer of informa- Participants
tion in the definitions section) and SPSS The sample consisted of three cohorts of all
output booklets were produced for the final first-year students (N=286) studying on one
section, incorporating output from all analy- of six undergraduate psychology pro-
ses covered in the module. Thus in two fairly grammes, which exceeded requirements
significant ways the exam became a more (N=159) following the power analysis
robust measure of the students’ understand- (d=.5,1 – β=.8, a=.05). All were undertaking
ing of the module content. A summary of the Research Methods as a compulsory module
assessment changes is provided in Table 2. in their programme. The cohorts were taken
from three consecutive years and represent
1.4 Applied assessment of the question: How do pre-intervention (year 1) and post-interven-
we encourage the transition of the student from tion (years 2 and 3) cohorts. Further demo-
reluctant scientist to psychologist? graphic detail may be found in Table 3.
As a piece of Action Research, our applied
assessment of the changes made to peda- Data collection and inclusion criteria
gogy, content and assessment takes the form Data was collated from all summative assess-
of a longitudinal study incorporating results ments over the three years which could be
from the final year of the existing and the meaningfully compared. Thus, end of year
first two years of the new regimes. It aims to exam details were collated for all three
assess the efficacy of the changes made cohorts and coursework assessments were
through objective measures including analy- taken from year 1 (CW4) and years 2 and 3
ses of exam and coursework results as well as (CW2), all representing a full research
to understand whether all are equally report. Non-submissions were analysed sepa-
affected (or unaffected) by such interven- rately but were deleted from analyses of
tions, or whether there are any gender or assessments thereafter.
Table 2: The assessment regime pre- and post-review of changes required.
Pre-review Weighting Post-review Weighting
CW1 Partial research report 10% CW1 Critique of full research Formative
CW2 Partial research report 10% report
CW3 Full research report 10%
Time Constrained Assessment 30%
CW4 Full research report 30% CW2 Full research report 30%
End of year open book exam 40% End of year exam (not open-book) 40%
Table 3: Demographic detail of the three undergraduate cohorts.
Female N Male N Total N Mean age (SD)
Pre-review 61 22 83 22.87 (6.32)
Post –Year 1 64 24 88 21.97 (6.01)
Post –Year 2 84 31 115 22.82 (6.40)
Psychology Teaching Review Vol. 21 No. 1, Spring 2015 49
Julia M. Robertson & Barbara E. Kingsley
Results 1) showed significant differences across the
To determine the efficacy of the changes years, χ2=19.14, df=8, p=.014, and despite the
made in the delivery and assessment of the increased difficulty of the exam, as outlined
research methods module, an initial one-way previously, a much larger number of
analysis of variance was conducted on the students achieved a first class grade in the
end of module results. This showed a signifi- second year post-review (44.50 per cent)
cant improvement across the three years, than in previous years (24.00 per cent pre-
F(2,275)=5.45, p<.01, with the average mark review, 25.30 per cent in the first year post
increasing by almost 10 per cent from 51 per review). This increase suggests that many
cent to 60 per cent. more students were able to apply a cumula-
Further analyses conducted on the differ- tive knowledge base to their final assessment.
ent assessed elements also indicated a clear This finding was also reflected in the
and continued improvement for each of the overall classifications obtained for the
individual assessments. Data from all three module, with 57.40 per cent of students
years allowed a comparison to be made of achieving a 2:1 or a 1st, compared to 47.50
both the full report and the end of year per cent in the first year pre-review, and
exam. For the written report the improve- 33.80 per cent when the original format was
ment, although showing an increase across presented.
the three years, was not statistically signifi- For the time constrained exam (TCA)
cant. However, for the end of year that was introduced post-review, there was
exam, students’ marks showed a significant again a significant improvement in marks
improvement over the three years, [t(196)=2.74, p<.01] from the first presenta-
F(2,265)=3.35, p<.05, the assessment moving tion (M=65.78, SD=15.89) to the second
from the 2:2 classification band pre-review to presentation (M=71.53, SD=13.57). Once
the 2:1 classification band in year 2 post- again, this occurred despite an increase in
review. the number of questions that students were
In exploring this finding further, a chi- required to respond to. Overall these data
square test was used to look at the break- clearly suggest that student performance was
down of the classifications for the exam over improving, and this was supported by inspec-
the three years. While this reduced the level tion of progression rates for the module
of data, it allowed the findings to be under- across the three years, which improved from
stood in relation to conventional banding 72 per cent initially, to 87 per cent in the
used in universities. The findings (see Figure third year.
Table 4: Means (SD)for results across the three years.
Pre-review Post-review: Post-review:
Year 1 Year 2
CW1 Part research report (N=77) 52.10 (14.92) N/A N/A
CW2 Part research report (N=65) 48.63 (16.88) N/A N/A
CW3 Full research report (N=76) 49.18 (16.66) N/A N/A
CW Full research report 50.39 (21.16) 51.38 (19.34) 52.50 (18.53)
TCA N/A 65.03 (17.28 69.04 (18.74)
End of year exam 54.76 (19.21) 55.24 (21.59) 61.71 (21.37)
Overall Mark 51.10 (16.42) 55.76 (19.14) 60.07 (19.02)
50 Psychology Teaching Review Vol. 21 No. 1, Spring 2015
Teaching Research Methods to encourage the transition from ‘reluctant scientist’ to psychologist
Figure 1: Breakdown of the classifications for the exam over the three years.
In addition, two unexpected findings clear and significant interaction effect for
emerged from the data in relation to gender the exam in relation to gender,
and age differences, where significant main F(1,272)=4.81, p<.05. In general, mature
effects were found. female students achieved the best scores,
For the report, F(1,272)=4.68, p<.05, with scores for mature male students consis-
females (M=53.17, SD=18.82) performed tently lower than for any other group.
better than males (M=47.27, SD=20.66) in all Although not significant, this pattern of
three years, a pattern that was replicated in results was also found for the overall marks,
the exam, F(1,272)=4.31, p<.05, females but was not seen for the report or the TCA.
(M=57.62, SD=22.57), males (M=50.44,
SD=24.58). This effect was also found for the Discussion
overall mark across the three years, The purpose of this study was to evaluate the
F(1,272)=5.86, p=.016, females (M=58.00, outcome of amendments to a Research
SD=17.79), males (M=51.66, SD=20.35). Methods module over the course of three
However, these gender differences were not years, following changes in the delivery and
observed for the TCA. assessment regime. In general, the results
When the data were also considered in found that, despite an increase in the diffi-
terms of the age of the students (young – culty of the assessments, the amendments
under 21; mature –21 and over) there was a brought about a significant improvement in
Psychology Teaching Review Vol. 21 No. 1, Spring 2015 51
Julia M. Robertson & Barbara E. Kingsley
student marks, indicating that they were now internalisation to occur. However, once
being enabled to achieve their full potential, again, despite increasing the difficulty of this
with the overall mark increasing by a whole assessment by increasing the number of
grade band. items in the exam, students’ performance
Further analysis of the different assessed also improved in the second year of its pres-
elements of the year-long module demon- entation.
strated improved performance in each of the This outcome appears to indicate that
constituent parts, a trend most strongly the assessment regime itself, and the
recorded for the end of year exam, where supporting materials, were not alone suffi-
once again the results were raised to a higher cient to explain the escalation of results, and
grade band. Additional exploration of these some consideration needs to be given to the
findings indicated that the number of delivery of the material. In relation to
students achieving a first-class grade in the lectures, Germano (2003, p.1) suggests that
exam in the second year post-review ‘the teacher is a performer… [and] you
increased by 20 per cent from those pre- need performance skills to get your ideas
review. While these findings appear to across’, and by transferring this idea to
suggest that the assessment must have been smaller group teaching the current research
less demanding, this was not the case; it was showed support for this sentiment. The
no longer open-book, but an unseen exam, authors have found that very interactive
and, in addition, multiple SPSS output tables teaching sessions, where students are
were included for interpretation, thus encouraged to ask questions throughout,
requiring a deeper knowledge of a wide supported previous research (e.g. Gleason et
range of analytic tests. A similar, albeit non- al., 2011). The initial (and understandable)
significant, finding occurred for the research reticence of students to speak out is soon
report. overcome in these small group workshops as
With multiple changes in delivery and individuals become more comfortable with,
assessment, it is, of course, difficult to be and trusting of, the lecturer and each other,
certain exactly which changes had the most soon recognising that no query is too small,
profound impact on the improved overall and that no query will be ignored by the
results. They may, in part, be due to the lecturer. And while some comments may
introduction of a new assessment at the end elicit humour, this too is embraced as an
of the first semester, whereby students were additional cognitive modality by which learn-
able to secure their knowledge of some of ing can occur: very few students forget the
the core principles in a multiple choice direction of positive and negative distribu-
exam. It is believed that this assessment may tions once they are aligned to the concept of
not only allow the lecturers to identify any happy and sad whales!
general areas of weakness in student under- With the ever-improving access to
standing, but also give students a clear, indi- modern technology, there is also no reason
vidual indication of aspects within the not to incorporate a more entertaining
module that need further attention. The approach to teaching, particularly when the
provision of revision materials then allows a topic may otherwise be deemed to be diffi-
timely intervention to take place before the cult and dry by students. Indeed, the percep-
end of year exams are faced. It may also have tion that lectures may be boring has been
given encouragement to students by allow- shown to lead to a decline in attendance
ing them to see how well they were doing on (Mann & Robinson, 2009), so the benefits of
the module at this interim stage. This find- engaging and motivating students are clearly
ing shows support for Saljo’s (1979) hierar- manifold. In addition to the more user-
chical learning processes, whereby the initial friendly, colourful, slides and handouts used
consolidation of basic principles allows later as teaching tools as outlined earlier (Kolb,
52 Psychology Teaching Review Vol. 21 No. 1, Spring 2015
Teaching Research Methods to encourage the transition from ‘reluctant scientist’ to psychologist
1984; Kumar et al., 2013), the lecturers also pline on delay of gratification methods,
attempt to ‘paint’ a clear and enjoyable according to self-report, teacher and parent
picture of what, in reality, are some fairly ratings (Duckworth & Seligman, 2006): both
abstract ideas. The passion and enthusiasm of these factors would have great significance
shown by the lecturers for this subject is so in a module which depends on disciplined
important in making it both accessible and attendance for success. Nevertheless, it was
appealing to students. also evident that whilst mature female
Improvements in overall marks may also students generally achieved the best scores,
be partly attributed to the iterative tech- mature male students achieved consistently
niques employed in the delivery of material lower than for any other group.
over the year of learning. For example, in While this could be due to the subject
order to ensure that the essential ‘building area, it will be important in the future to
blocks’ of research methods are attained, consider the teaching style used, and the
this topic necessarily builds week on week, possibility that mature male students may
a process that can appear relentless and need the material to be delivered in a differ-
daunting to students; missed sessions can ent way (Smith, 2008). Additionally, mature
leave gaps in students’ understanding that students are not a homogenous set (Baxter
are hard to fill. The adopted strategy of revis- & Hatt, 1999, identified two age bands
ing the key points from the previous week at younger matures, 21 to 24 years and older
the onset of each subsequent session not mature, 25+), and there may be many
only gives students the opportunity to reasons why the results differ from the
consolidate their understanding, but also younger students. For example, Simonite
allows them to identify areas that may (1997, 2003) found that, in general, mature
require a little extra effort. In addition, the learners progressed better than younger
information on the slides acts as an impor- students in their first and second years on
tant revision tool at the end of the semes- modular programmes, but there is really
ter/year as it affords an outline summary for little research evidence that addresses the
each week’s material. Feedback from issue of different pedagogical approaches in
students indicates the value of this tech- relation to the needs of older students, and
nique, and their appreciation for it. Supple- this is certainly an area that should be
mentary revision materials that are posted considered in the future.
weekly are also appreciated by students and The changes which were employed in
act as key tools in allowing them to get to both the delivery of this research methods
grips with some challenging concepts. module and in its assessment were imple-
The findings regarding age and gender mented as a result of the recognised
were not as might be expected; regardless of challenges of teaching to potentially disin-
the type of assessment, females performed clined, possibly averse, undergraduate
better than males. At first glance, this may psychologists. These changes were made
not be surprising. There is considerable based on theoretical argument and empiri-
evidence supporting the consistency of a cal support. Nevertheless, whilst it is believed
gender gap at the end of secondary educa- that the overall improvement in student
tion, with females outperforming males in marks may best be explained by the particu-
terms of both raw outcomes and value added lar modifications made, one must be alert to
outcomes at a national level (Burgess et al., potential challenges to those explanations.
2004). It is argued that these gender differ- For example, might the improvement in
ences may be driven by the degree to which scores be a simple artefact of practice in the
an individual is study-oriented (Van Hutte, teaching material? Similarly, might the fact
2010) and by the level of self-discipline, with that those marking the work were also those
high school girls indicating greater self-disci- with a vested interest in the success of their
Psychology Teaching Review Vol. 21 No. 1, Spring 2015 53