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Abstract

Background:

Acquisition and generalization of data analysis skills are perennial challenges for psychology students. Teaching advanced data analysis in a psychology-specific context might improve students’ learning.

Objective:

At a mid-sized public university, we evaluated student outcomes after a new quantitative psychology course taught in the psychology department compared to upper-level statistics courses taught in the statistics department.

Method:

Undergraduate psychology majors (N = 80) completed quantitative psychology and/or upper-level statistics courses in preparation for their capstone research course. Participants also completed a brief data analysis skills assessment and the Major Field Test for Psychology.

Results:

Controlling for prerequisite grades and ACT composites, participants who completed quantitative psychology compared to upper-level statistics had significantly better academic outcomes, on average (standardized mean difference = 0.37).

Conclusions:

Psychology students completing an upper-level data analysis course within versus outside the department demonstrated better learning outcomes in psychology.

Teaching Implications:

Psychology programs that outsource data analysis courses should consider whether teaching these skills in-house holds potential to improve student outcomes. Alternatively, statistics departments might consider developing psychology-themed courses taught by faculty with expertise in psychological science.

Keywords

data analysis statistics capstone major field test generalization

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