ACE 10 Question
The current Psyc350 empirical research project requires students to apply several bivariate statistical models:
Pearson’s Correlation→assess linear relationship of quantitative variables
Chi-Square Test of Independence→analysis of contingency tables
Between Groups ANOVA →comparison of means from cross-sectional designs
Within-groups ANOVA →comparison of means from longitudinal designs
Method of Analysis
Findings
Improving ACE 10 Learnin

Garbin, Calvin P.

English

DigitalCommons@University of Nebraska

University of Nebraska - LincolnDigitalCommons@University of Nebraska - LincolnQuality Initiative Accreditation2014Multivariate Enhancements to Student ResearchSkillsCalvin P. GarbinUniversity of Nebraska - Lincoln, cgarbin1@unl.eduFollow this and additional works at: http://digitalcommons.unl.edu/accredqiThis Article is brought to you for free and open access by the Accreditation at DigitalCommons@University of Nebraska - Lincoln. It has been acceptedfor inclusion in Quality Initiative by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.Garbin, Calvin P., "Multivariate Enhancements to Student Research Skills" (2014). Quality Initiative. 16.http://digitalcommons.unl.edu/accredqi/16 Multivariate Enhancements to Student Research Skills Psychology 350: Research Methods & Data Analysis    Improving ACE 10 Learning ACE 10 Question Method of Analysis Findings           The current Psyc350 empirical research project requires students to apply several bivariate statistical models:   Pearson’s Correlation       assess linear relationship of quantitative variables  Chi-Square Test of Independence       analysis of contingency tables  Between Groups ANOVA         comparison of means from cross-sectional designs  Within-groups ANOVA        comparison of means from longitudinal designs                Careful reviews of the methodological and data analytic content of 300- and 400-level Psychology courses revealed three multivariate models that were routinely presented in those courses.  Those topics were:  Factorial Designs & ANOVA        examine interactions & moderation effects  Multiple Regression       statistical control & multivariate modeling   Path Analysis        examine direct/indirect effects & mediation     Will incorporating these multivariate techniques into the Psyc350 empirical research project enhance student learning &  performance ? Increased analytic confidence • Students reported greater confidence with the bivariate and multivariate analyses after completing the project reanalysis and rewrite than before • Students who completed the project reanalysis and rewrite reported greater confidence with the bivariate analyses and multivariate analyses than controls  Improved Bivariate & Multivariate Capabilitiy • Students had better performance with bivariate and multivariate analysis techniques after  the reanalysis and rewrite than before • Students who completed the reanalysis and rewrite had better performance in assessments of the bivariate and multivariate analysis techniques than controls  Better Subsequent Understanding of  advanced Psychological Content • Students who completed the project reanalysis and rewrite reported being more confident when they encountered the bivariate and multivariate techniques in later 300- and 400-level classes than controls • Students who completed the project reanalysis and rewrite had better performance in assessments of the content from later 300- and 400-level classes that used the multivariate techniques than controls  We are currently restructuring the schedule for both the lecture and the laboratory portions of Psyc350 to providing instruction in these multivariate techniques in a timely manner, so that these analytic techniques can be incorporated into the empirical research project in that course.          Lectures and laboratory assignments involving the three multivariate techniques were added to the Psyc350 course for all students. All students continued to complete the research project using the bivariate statistical models.        During four consecutive semesters, 120 students participated in the research study, 80 in the “project reanalysis” group and 40 in the “control” group.  The  groups were matched on sex, class rank, total credit hours, major credit hours, total GPA, Psychology GPA and yoked on research project topic, bivariate and multivariate statistical analyses used.  Project timeline each semester: • Week 9  -  all participating students performed the bivariate analyses for their project  • Week 10 – all participating students turned in their research report. • Weeks 10 & 11 -- multivariate topics were presented in lecture and laboratory exercises were completed.  • Week 12 -- all participating students completed a survey & assessment of bivariate and multivariate models. • Week 13 – students in the project reanalysis group then completed the multivariate reanalysis of their project and rewrote the Results , Discussion and Future Research portions of their research report.  • Week 14 – all participating students repeated the survey and assessment of bivariate and multivariate models • Follow-up – all participating students completed a course-specific survey for each 300- and 400- level Psychology course they took subsequently.  This survey assessed their understanding of the content of that course that had included the three multivariate techniques involved in the study.      .  Calvin P Garbin, Department of Psychology      cgarbin@unl.edu  

Multivariate Enhancements to Student Research Skills

UNL | Libraries

University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Quality Initiative Accreditation
2014
Multivariate Enhancements to Student Research
Skills
Calvin P. Garbin
University of Nebraska - Lincoln, cgarbin1@unl.edu
Follow this and additional works at: http://digitalcommons.unl.edu/accredqi
This Article is brought to you for free and open access by the Accreditation at DigitalCommons@University of Nebraska - Lincoln. It has been accepted
for inclusion in Quality Initiative by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
Garbin, Calvin P., "Multivariate Enhancements to Student Research Skills" (2014). Quality Initiative. 16.
http://digitalcommons.unl.edu/accredqi/16
 
Multivariate Enhancements to Student Research Skills 
Psychology 350: Research Methods & Data Analysis 
 
  
Improving ACE 10 Learning 
ACE 10 Question Method of Analysis Findings 
      
    The current Psyc350 empirical research project 
requires students to apply several bivariate statistical 
models:  
 
Pearson’s Correlation 
      assess linear relationship of quantitative variables 
 
Chi-Square Test of Independence 
      analysis of contingency tables 
 
Between Groups ANOVA  
       comparison of means from cross-sectional designs 
 
Within-groups ANOVA 
       comparison of means from longitudinal designs 
  
        
     Careful reviews of the methodological and data 
analytic content of 300- and 400-level Psychology 
courses revealed three multivariate models that were 
routinely presented in those courses.  
Those topics were: 
 
Factorial Designs & ANOVA  
      examine interactions & moderation effects 
 
Multiple Regression 
      statistical control & multivariate modeling  
 
Path Analysis  
      examine direct/indirect effects & mediation 
   
 
Will incorporating these multivariate techniques into 
the Psyc350 empirical research project enhance 
student learning &  performance ? 
Increased analytic confidence 
• Students reported greater confidence with the 
bivariate and multivariate analyses after 
completing the project reanalysis and rewrite than 
before 
• Students who completed the project reanalysis and 
rewrite reported greater confidence with the 
bivariate analyses and multivariate analyses than 
controls 
 
Improved Bivariate & Multivariate Capabilitiy 
• Students had better performance with bivariate 
and multivariate analysis techniques after  the 
reanalysis and rewrite than before 
• Students who completed the reanalysis and rewrite 
had better performance in assessments of the 
bivariate and multivariate analysis techniques than 
controls 
 
Better Subsequent Understanding of  advanced 
Psychological Content 
• Students who completed the project reanalysis and 
rewrite reported being more confident when they 
encountered the bivariate and multivariate 
techniques in later 300- and 400-level classes than 
controls 
• Students who completed the project reanalysis and 
rewrite had better performance in assessments of 
the content from later 300- and 400-level classes 
that used the multivariate techniques than controls 
 
We are currently restructuring the schedule for both 
the lecture and the laboratory portions of Psyc350 to 
providing instruction in these multivariate techniques 
in a timely manner, so that these analytic techniques 
can be incorporated into the empirical research 
project in that course. 
    
     Lectures and laboratory assignments involving the 
three multivariate techniques were added to the 
Psyc350 course for all students. All students continued 
to complete the research project using the bivariate 
statistical models. 
  
     During four consecutive semesters, 120 students 
participated in the research study, 80 in the “project 
reanalysis” group and 40 in the “control” group.  The  
groups were matched on sex, class rank, total credit 
hours, major credit hours, total GPA, Psychology GPA 
and yoked on research project topic, bivariate and 
multivariate statistical analyses used. 
 
Project timeline each semester: 
• Week 9  -  all participating students performed the 
bivariate analyses for their project  
• Week 10 – all participating students turned in their 
research report. 
• Weeks 10 & 11 -- multivariate topics were presented 
in lecture and laboratory exercises were completed.  
• Week 12 -- all participating students completed a 
survey & assessment of bivariate and multivariate 
models. 
• Week 13 – students in the project reanalysis group 
then completed the multivariate reanalysis of their 
project and rewrote the Results , Discussion and 
Future Research portions of their research report.  
• Week 14 – all participating students repeated the 
survey and assessment of bivariate and multivariate 
models 
• Follow-up – all participating students completed a 
course-specific survey for each 300- and 400- level 
Psychology course they took subsequently.  This 
survey assessed their understanding of the content 
of that course that had included the three 
multivariate techniques involved in the study. 
 
 
 
 
 
.  
Calvin P Garbin, Department of Psychology      cgarbin@unl.edu 
 


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Multivariate Enhancements to Student Research Skills

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