A multifaceted approach to teaching five experimental designs in a research methodology course was tested. Participants included 70 students enrolled in an experimental research methods course in the semester both before and after the implementation of instructional change. When using a multifaceted approach to teaching research methods that included both active learning and a form of scaffolding, students reported a greater efficacy in American Psychological Association style writing, a higher perceived utility of research and statistics, better attitudes toward statistics, and higher perceived skills/abilities in statistics. This approach benefitted students' perception of an often disliked but required course in psychology. (Contains 2 notes and 1 table.)