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.
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