In response to calls for more engaging and interactive pedagogy, we simultaneously implemented 4 rousing learning activities: peermentored learning, student reports of what was clear (or not) from a previous lecture, consult corners where student groups provided course-informed solutions to problem-based scenarios, and applied projects presented to the class. Students in several sections of a quantitative psychology course responded positively, reporting significantly less anxiety and greater self-efficacy regarding quantitative topics at the end of the semester compared to the beginning. We provide suggestions for applying these learning activities to other psychology courses.
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