Inquiry based learning in Psychological Research Methods Richard Rowe, Pam McKinney & Jamie Wood University of Sheffield

Research Methods and Psychology Students Psychology is an inquiry based subject Psychology students not well motivated to learn research methods Become interested when analysing Level 3 project

Psychology is an inquiry based subject

Psychology students not well motivated to learn research methods

Become interested when analysing Level 3 project

The quantitative research process Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up

Existing exam question An experimenter wants to know whether anxiety is related to running time in high level athletes…

An experimenter wants to know whether anxiety is related to running time in high level athletes…

The quantitative research process Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up

Inquiry based revisions Want to cover the whole research process at Levels 1 and 2 Introduce Information literacy Hypothesis formation and experimental design Collaboration Develop Analysis and interpretation in context of research literature Transferable skills: interpersonal, communication, reflection, independence

Want to cover the whole research process at Levels 1 and 2

Introduce

Information literacy

Hypothesis formation and experimental design

Collaboration

Develop

Analysis and interpretation in context of research literature

Transferable skills:

interpersonal, communication, reflection, independence

Resources available Level One 4 postgraduate led tutorials 2 coursework assignments Level Two 2 lab classes 2 coursework assignments (140 students)

Level One

4 postgraduate led tutorials

2 coursework assignments

Level Two

2 lab classes

2 coursework assignments

(140 students)

Level One Information literacy activity Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up

Collaborative review Run in Groups of 4-5 Write single collaborative review Use of different research methods in… Topic chosen by PG tutors Face-to-face tutorial Introduce topic Introduce literature search (Web of Knowledge)

Run in Groups of 4-5

Write single collaborative review

Use of different research methods in…

Topic chosen by PG tutors

Face-to-face tutorial

Introduce topic

Introduce literature search (Web of Knowledge)

On-line tutorial

Submission Single integrated literature review All receive the same mark Individual reflection on process of literature search and teamwork Accounted for 8% and 2% of course mark

Single integrated literature review

All receive the same mark

Individual reflection on process of literature search and teamwork

Accounted for 8% and 2% of course mark

I feel more confident using the Web of Knowledge database 89% Agree

I feel I have improved my ability to evaluate the published literature 77% Agree

Selected qualitative student feedback “Group work just tends to be left to one person who has to take responsibility for it.” “The other members of my group had not put as much effort in as they should, especially one member that did a 2-second job of copying an articles abstract and writing a useless concluding section. ”

“Group work just tends to be left to one person who has to take responsibility for it.”

“The other members of my group had not put as much effort in as they should, especially one member that did a 2-second job of copying an articles abstract and writing a useless concluding section. ”

I enjoyed working collaboratively on-line with my group members 71% Agree

I enjoyed working collaboratively on-line with my group members 75% Agree

Feedback from tutors “ Lots of questions were asked about the topic and how to reference, showing an improvement in communication between the group members… ”

“ Lots of questions were asked about the topic and how to reference, showing an improvement in communication between the group members… ”

Feedback from tutors “ I found this tutorial rewarding because it was nice to talk about my area of research and to see that this was interesting to other people” “ While I made sure to give the information clearly and concisely, there was the risk of an information overload!”

“ I found this tutorial rewarding because it was nice to talk about my area of research and to see that this was interesting to other people”

“ While I made sure to give the information clearly and concisely, there was the risk of an information overload!”

Questions & Discussion Information literacy coverage Value of reflection Involvement of postgraduate tutors Approach to collaboration Discuss later

Information literacy coverage

Value of reflection

Involvement of postgraduate tutors

Approach to collaboration

Discuss later

Level One Design and Analysis Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up Literature search activity

Research design tutorial Tutors present choice of research questions Collaboratively design study to test one Fill out summary sheet at end of tutorial

Tutors present choice of research questions

Collaboratively design study to test one

Fill out summary sheet at end of tutorial

Analysis Workshop tutorial Collaboratively analyse data from experimental design Data not collected – time constraint Data simulated to have properties expected from collected data

Collaboratively analyse data from experimental design

Data not collected – time constraint

Data simulated to have properties expected from collected data

Analysis workshop tutorial Analyze and write-up data in one hour session: Choose statistical tests, run tests, interpret, write-up 2 Laptop computers provided, notes and books allowed, Tutor as a resource Submit report at end of tutorial All get same mark: 10% of course

Analyze and write-up data in one hour session:

Choose statistical tests, run tests, interpret, write-up

2 Laptop computers provided, notes and books allowed, Tutor as a resource

Submit report at end of tutorial

All get same mark: 10% of course

I feel more able to formulate research questions 69% Agree

Tutor feedback Design tutorial “ I have learned that by speaking in an enthusiastic way about an area of research, it is possible to inspire students to take a deeper level of interest.” Analysis workshop “ The atmosphere was quite different to normal and I realised I had to be very considerate of the instructions I issued.” “ The students seemed familiar enough with the material being tested, but had trouble applying their knowledge to a practical problem.”

Design tutorial

“ I have learned that by speaking in an enthusiastic way about an area of research, it is possible to inspire students to take a deeper level of interest.”

Analysis workshop

“ The atmosphere was quite different to normal and I realised I had to be very considerate of the instructions I issued.”

“ The students seemed familiar enough with the material being tested, but had trouble applying their knowledge to a practical problem.”

Tutor feedback “ The students completed the task within the set guidelines and seemed pleased with their work-although they may just have been relieved it was over!”

“ The students completed the task within the set guidelines and seemed pleased with their work-although they may just have been relieved it was over!”

The group projects helped me develop my communication skills 71% Agree

The group projects helped me develop my negotiation skills 63% Agree

I feel more confident working collaboratively with others 51% Agree

I feel more confident studying independently 60% Agree

I feel the IBL activities encouraged me to take an active role in class 74% Agree

Questions and Discussion Coverage of research process Collaboration approach Drawbacks to IBL approach

Coverage of research process

Collaboration approach

Drawbacks to IBL approach

Level 2: Putting it all together Topic choice Literature search Hypothesis generation Analysis Data Collection Experimental design Reporting Interpreting Write-up

Level 2 Semester One Research proposal Analysis and report simulated data Semester Two Full experimental design and report

Semester One

Research proposal

Analysis and report simulated data

Semester Two

Full experimental design and report

Semester 1 Research proposal Work in groups of 4 during lab class 2 computers per group Choose research topic between group Search for papers on topic Design experiment to follow-up Constraint on analysis Summarize proposal during class

Work in groups of 4 during lab class

2 computers per group

Choose research topic between group

Search for papers on topic

Design experiment to follow-up

Constraint on analysis

Summarize proposal during class

Data generation and analysis Dataset simulated to mimic that which might have been collected Personalised versions for each student Analysis in own time

Dataset simulated to mimic that which might have been collected

Personalised versions for each student

Analysis in own time

Semester 1 Submission Individual research proposal Comprises literature review Details hypothesis and methods Includes defence of choice Individual results write-up Write-up analysis of simulated data 10% of module mark

Individual research proposal

Comprises literature review

Details hypothesis and methods

Includes defence of choice

Individual results write-up

Write-up analysis of simulated data

10% of module mark

Semester 2 activity Similar topic choice and literature search Different design required Data simulation Write up as if a real experimental study Individual analysis and write-up 20% of module mark

Similar topic choice and literature search

Different design required

Data simulation

Write up as if a real experimental study

Individual analysis and write-up

20% of module mark

Evaluation Historically research methods=maths Challenge to fill the void Conceptual understanding of statistical tests? Full engagement with entire research process Inquiry based methods well suited Also develops transferable skills Further test of efficacy will be project students in 2008-2009

Historically research methods=maths

Challenge to fill the void

Conceptual understanding of statistical tests?

Full engagement with entire research process

Inquiry based methods well suited

Also develops transferable skills

Further test of efficacy will be project students in 2008-2009

Inquiry based learning in Psychological Research Methods Richard Rowe, Pam McKinney & Jamie Wood University of Sheffield