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Does Training in Table Creation Enhance Table Interpretation? A Quasi-Experimental Study With Follow-Up.

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journal contribution
posted on 10.05.2016 by BT Karazsia, K Wong
Quantitative and statistical literacy are core domains in the undergraduate psychology curriculum. An important component of such literacy includes interpretation of visual aids, such as tables containing results from statistical analyses. This article presents results of a quasi-experimental study with longitudinal follow-up that tested the effectiveness of a new technique for enhancing student interpretation of American Psychological Association-formatted tables. Undergraduate students exposed to the technique performed better than students not exposed on measures of table interpretation. Effect sizes between groups were large, even after a 3-month follow-up assessment. An active learning experience in which students learn how to create tables can enhance student’s ability to interpret tables presented in empirical psychological literature.

Funding

This research was supported by a Scholarship of Teaching and Learning Grant from the Society for the Teaching of Psychology.

History

Publisher Statement

This is the author’s version of a work that was accepted for publication in Teaching of Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching of Psychology, 2016. 43(2): 126-130. DOI: 10.1177/0098628316636286.

Publisher

SAGE Publications

issn

0098-6283

Issue date

01/04/2016

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