Embedding research methods as a technique for contextualising learning and understanding to overcome threshold concepts in psychology

Abstract

The present work seeks to assess whether threshold concepts can be transitioned through by integrating content from different domains of Psychology. The work expounds issues surrounding threshold concepts and its relationship to student achievement in a Research Methods activity embedded within a Personality and Intelligence module. The specific threshold concepts focused upon in the present work is the contextual understanding of human intelligence, psychological assessment, statistical analysis and interpretation of findings. The paper emphasises the importance of the context in which learning takes place to not only meet learning outcomes but enhance student experience. The present study used a between subject mixed methods approach utilising a quasi-experimental design. Qualitative feedback indicated that the student experience to embedding content was received positively. Cohort grade averages were also improved, demonstrating an improvement in student outcomes compared to the typical way that these topics are taught. The paper recommends the exploration of integrating topics in Psychology to better suit the student learning experience and outcomes. These findings carry significant implications for undergraduate curriculum design in Psychology and potentially other disciplines. Integrating research methods into subject-specific modules could be an effective strategy for bridging the gap between theoretical knowledge and practical application