NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1093931
Record Type: Journal
Publication Date: 2016-Apr
Pages: 5
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0098-6283
Does Training in Table Creation Enhance Table Interpretation? A Quasi-Experimental Study with Follow-Up
Karazsia, Bryan T.; Wong, Kendal
Teaching of Psychology, v43 n2 p126-130 Apr 2016
Quantitative and statistical literacy are core domains in the undergraduate psychology curriculum. An important component of such literacy includes interpretation of visual aids, such as tables containing results from statistical analyses. This article presents results of a quasi-experimental study with longitudinal follow-up that tested the effectiveness of a new technique for enhancing student interpretation of American Psychological Association-formatted tables. Undergraduate students exposed to the technique performed better than students not exposed on measures of table interpretation. Effect sizes between groups were large, even after a 3-month follow-up assessment. An active learning experience in which students learn how to create tables can enhance student's ability to interpret tables presented in empirical psychological literature.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A