PSY20160 Research Methods & Stats II

Academic Year 2021/2022

This module is designed to develop students' understanding of common methods in psychological research, with an additional focus on critiquing psychological research. The module will teach students why and when to use common methods and statistical techniques in psychology. The statistical techniques covered in this module are Independent and dependent t-tests; Oneway Analysis of Variance (ANOVA) and multiple comparison procedures. A key focus is the interpretation of findings from these techniques. To facilitate learning, in-class examples are used throughout the trimester, requiring understanding of both manual calculation and computer-based analysis.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students should be able to:
1. Identify and critique common research designs.
2. Specify methods of analysis appropriate to different research designs.
3. Conduct an appropriate statistical analysis for research designs with K = 2/K > 2 levels of the independent variable.
4. Carry out appropriate multiple comparison analyses when necessary.
5. Prepare an appropriate interpreation of the findings from statistical analysis that demonstrates a critical understanding of the material.


Indicative Module Content:

Null Hypothesis Testing, Confidence Intervals, t-tests, ANOVA, post hoc multiple comparisons.

Student Effort Hours: 
Student Effort Type Hours
Lectures

20
Tutorial

3
Seminar (or Webinar)

4
Specified Learning Activities

25
Autonomous Student Learning

73
Total

125
Approaches to Teaching and Learning:
Research design and statistical analysis is a skill, akin to learning a language or a physical technique, rather than some “correct” information that you should know. For this reason, students’ skill is practiced over the course of the module. Students need to be prepared for a career where they can adapt their analyses to suit different research design and topic contexts. Key tests are presented in specific examples and students are required to continuously practice these with different examples to build up their skills. As we move through the content in the module, later topics will build on the skills of earlier topics and so students will benefit from working hard in the earlier weeks so refine skills in later weeks. As with other skill development, exposure, repetition, feedback, discussion, group-work, and participation are encouraged/required for students to achieve the learning outcomes for this module. 
Requirements, Exclusions and Recommendations
Learning Recommendations:

PSY10100


Module Requisites and Incompatibles
Equivalents:
Intermediate Analysis and Desi (PSY30100)


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Examination: Assessment of statistical tests and interpretations 2 hour End of Trimester Exam No Standard conversion grade scale 40% No

50
Portfolio: Participation portfolio Throughout the Trimester n/a Alternative linear conversion grade scale 40% No

50

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Spring Yes - 2 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Solutions and feedback are provided in class on participation activities. These allow for self/peer assessment. Individual comments will be provided on some targetted participation activities. All learning from participation activities is applied in the end-of-semester exam.

Name Role
Mr Andrew Woods Lecturer / Co-Lecturer