ERIC Number: EJ951958
Record Type: Journal
Publication Date: 2011-Apr
Abstractor: As Provided
Reference Count: 29
The Role of Statistics and Research Methods in the Academic Success of Psychology Majors: Do Performance and Enrollment Timing Matter?
Freng, Scott; Webber, David; Blatter, Jamin; Wing, Ashley; Scott, Walter D.
Teaching of Psychology, v38 n2 p83-88 Apr 2011
Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone enrollment (Onwuegbuzie, 2004). We examined the importance of methodology course performance (i.e., grade) and timing of enrollment in these courses for the academic success of psychology majors. After controlling for number of courses taken, relevant American College Test (ACT) scores, and prior Grade Point Average (GPA), we found that methodology course grade and timing of enrollment predicted upper-division psychology GPA. In addition, methodology course grade predicted performance on an assessment of knowledge in psychology. We discuss implications of these results for teaching and advising. (Contains 1 note and 2 tables.)
Descriptors: Majors (Students), Grade Point Average, Research Methodology, Academic Achievement, Psychology, Teaching Methods, Statistics, Role Perception, Grade Prediction, Predictive Measurement, Predictor Variables, Methods Courses, Research Skills, Academic Records, Student Evaluation, Academic Advising, Pacing, Learning Strategies, Flexible Progression
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
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