Handbook for Teaching Statistics and Research Methods

Handbook for Teaching Statistics and Research Methods

Handbook for Teaching Statistics and Research Methods

Handbook for Teaching Statistics and Research Methods

Synopsis

This volume presents a collection of articles selected from Teaching of Psychology, sponsored by APA Division 2. It contains the collective experience of teachers who have successfully dealt with students' statistics anxiety, resistance to conducting literature reviews, and related problems. For those who teach statistics or research methods courses to undergraduate or graduate students in psychology, education, and the social sciences, this book provides many innovative strategies for teaching a variety of methodological concepts and procedures in statistics and research methods courses.

Excerpt

Subject (of 56) scored the maximum (70), and two scored the minimum (10).

The demonstration takes about 30 min, leaving time for extensive discussion. Good topics include the evolutionary functions of fear, volunteer biases in research, sex differences in emotional responses, and the ethical issues concerning potentially traumatic research or classroom demonstrations (Harcum &Friedman, 1991).

The demonstration could backfire and increase students' fear of rats (e.g., if a volunteer were to get bitten). However, this problem is less likely to occur in the classroom than in the early sessions of a rat lab in which frightened and inexperienced students may mishandle a rat while attempting to catch it. the benefits of this demonstration to students in a rat lab seem to outweigh its potential costs. a similar argument can be made for its use in an introductory psychology course. the data presented herein suggest that students' fear can be reduced without handling the rat, which minimizes ethical problems.

References

Bandura A.,Blanchard E. B., &Ritter B. (1969). Relative efficacy of demonstration and modeling approaches for inducing behavioral, affective, and attitudinal changes. Journal of Personality and Social Psychology, 13, 173-199.Harcum E. R., &Friedman H. (1991). Students' ethics ratings of demonstrations in introductory psychology. Teaching of Psychology, 18, 215-218.Hughes D. (1990). Participant modeling as a classroom activity. Teaching of Psychology, 17, 238-240.

Note

I thank Ruth L. Ault and the anonymous reviewers for their helpful comments on a draft of this article.

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