Teaching psychological research methods through a pragmatic and programmatic approach.

1. Teaching psychological research methods through a pragmatic and programmatic approach. Patrick Rosenkranz, Amy Fielden, Efstathia Tzemou

2. Outline • The need for a new approach to teaching PSY 2011 • Our approach • Evaluation of the new PSY 2011

3. Psychology Research Training • In the UK this usually: • involves the teaching of statistics and methods • is taught in both the 1st & 2nd year each of the 3-year programmes across semesters • preparation for 3rd year project/dissertation • involves lectures and practicals • historically has valued quantitative methods and experimental designs • This is reflective of the model at Newcastle

4. The Background to the New PSY2011 • 2nd year, semester 2 research methods module • Revisions prompted by external examiners feedback • Revisions made keeping in mind: • BPS requirements • Theoretical approaches to teaching and learning research methods • The modern day field of psychology • The importance of psychological literacy

5. The BPS Requirements • Psychological research methods teaching should: • cover both quantitative and qualitative methods • focus on the development of research skills: • as a fundamental part of learning • as a pre-requisite for professional training • develop valuable skills including: • evaluating evidence • making evidence-based decisions in every-day life

6. External Examiners’ Feedback • Previous research modules over-emphasise experimental research and survey studies at the expense of: • qualitative research methods (such as thematic analysis of interview data) • psychometrics (the theory and technique of psychological construct measurement)

7. PSY 2011: the Theoretical Framework • A pragmatic approach to teaching methods • Research competence vs research methods appreciation • A programmatic approach • Reflective of “real” research • The nature of undergraduate research and inquiry

8. The Nature of Undergraduate Research and Inquiry Source: Healey and Jenkins, 2009

9. The Aims of the New PSY2011 • Develop independent researchers (last research methods module before final-year project) • Develop research skills and psychological literacy • Integrate the module into the degree programme as a whole • Draw upon the school’s peer mentoring scheme

10. The New PSY2011 • The Programmatic Approach: • One topic: The use of Facebook in managing relationships

11. The New PSY2011 • The Pragmatic Approach: • Lecture to provide theoretical background • Workshop-based practicals • Assessment: research reports • Collaborative Learning: • Work in mentor groups • Staff and demonstrators as collaborators in practicals Fielden, Goldie, Sillence (2012) Rosenkranz (2012)

12. Our Broader Objectives • To provide students with an experience of: • The uncertainty of research • Making decisions and justifying them • Collaboration as part of a research group and with staff

13. The Student’s Evaluations • Quantitative TEQ questions • Open ended TEQ questions • Focus group

14. TEQ Overall Satisfaction 43.2% Strongly agree Strongly disagree

15. Other TEQ Responses

16. Open-Ended Question Results • Answers short, descriptive and non-reflective • E.g.: Q: What research-specific skills have you learned as part of this module? • A: how a survey based report is constructed • Seeming inconsistences in quantitative questions persisted • A need for an in-depth exploration: focus group

17. Focus Group Findings • The focus group sort to elaborate on 2 key areas • Perceptions of psychological research pre, post and during the module • Development of research skills and psychological literacy

18. Perceptions of Psychological Research • Pre • focus on well evidenced “proven” findings • staff have the answers, there is one “truth” • focus on formatting and style less content • During • Less hand-holding/more independence in decision making • “things were not tried and tested” • Variation in the answers from different members of staff • Post • Research is less definitive than previously thought – empowerment • Multiple means of investigation • “Appreciation of real research”

19. Development of Psychological Literacy • Working in the mentor groups • group decision making • dealing with conflict • managing group roles • Evidence based conclusions • evaluating research • analysing data • understanding results • Staff-student communication • fostering independence • staff may not have all the answers on the spot • relationship building as collaborators/supervisors

20. Conclusion • The differential perception of uncertainty in research • Valuing uncertainty vs fearing uncertainty • Our challenge: managing uncertainty • through communication?... • through focused seminars?... • through a group “manifesto”?... • through the assignment of one member of staff to each group?... • Any thoughts?...

21. References • Fielden A, Goldie S, Sillence E.(2012). Taking another look: Developing a sustainable and expandable programme of qualitative research methods in psychology undergraduate teaching. Psychology Learning and Teaching, 11(1), 46-51. • Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry (p. 152). York: Higher Education Academy. • Rosenkranz P. (2012) Integrating Peer Mentoring into the Psychology Curriculum: from an extended induction to an academic skills course. Psychology Learning and Teaching, 11(2), 201-208