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ERIC Number: EJ1146654
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0965-948X
Teaching Research Methods to Encourage the Transition from "Reluctant Scientist" to Psychologist: A Longitudinal Study
Robertson, Julia M.; Kingsley, Barbara E.
Psychology Teaching Review, v21 n1 p44-55 Spr 2015
The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine the efficacy of specified interventions. This study employed such a design, the sample consisting of three cohorts of first-year psychology students (N=286) over three consecutive years who were undertaking Research Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to facilitate a more engaging delivery of the material and greater consolidation of basic principles though iterative classroom techniques and the use of formative and summative assessments. A significant improvement in student marks, despite an increase in the difficulty of the assessments, was found with overall marks increasing by a whole grade band. Further analysis of the different assessed elements of the year-long module also demonstrated improved performance in each of the constituent parts. This study, therefore, extends the growing body of evidence-based literature on the use of effective teaching techniques and assessment regimes in a challenging area.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A