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Blog has moved!

In case you are wondering why there is a lack of updates, I have moved the blog to my personal webpage and integrate statistical posts with general posts about cognitive psychology & academia.

The new blog is www.jimgrange.wordpress.com/blog

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The importance of statistical-savviness

Students often wonder why we in Psychology ask them to learn statistics. There are many good reasons, but today I just want to focus on one; surprisingly, this reason has nothing to do with Psychology. Having even just a smattering of statistical savviness can protect you from a lot of…well…bullshit. And trust me, there is a lot out there. Continue reading

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Long time, no post!

Wow – so, it’s been a LONG time since my last post. Apologies. I didn’t think anyone would miss it, but it seems that the blog has been receiving a modest amount of daily traffic despite the absence of posts.

A lot has happened in my professional life since the last post which has wrestled my attention away from the blog: Continue reading

Tackling Students’ Concerns

A few days ago, I posted a Wordle word cloud which highlighted students’ thoughts on research methods classes. (If you are yet to have the pleasure, you can read the post here.) This showed overwhelming support for the notion that they are ‘boring’, ‘confusing’, and just about ‘maths’. What can we do about this?

Instead of approaching this top-down, I thought I would ask the very people who raised these concerns. So, in two lectures last year, I asked students what they would like to see implemented in research methods lectures and classes. Again, I collated the responses and pushed them through Wordle. The two word clouds below represent the opinions of Level one students and Level two students, respectively.

These clouds aren’t quite as efficient as the one last week, as students didn’t just write one word each; instead, responses came in in sentences. But, Wordle is still able to pick out the main themes common to most responses.

What jumps out at me is that students are craving examples. We give plenty of examples in lab classes which supplement lectures, so I interpret this as referring to examples in the lectures themselves. Interesting idea!

Linked to this, students are also after more interaction. This is likely true of most lectures: I recall my days as an undergraduate fighting sleep as the monotone orator at the front droned on. I particularly empathise for those students who suffer from maths-anxiety (a typical affliction!), who—after a dribble-ridden lecture experience—might be worrying they suffer also from narcolepsy.

It doesn’t have to be this way!

What can lecturers do about this? The first step, I contend, is to appreciate the problem and listen to students’ opinions. It’s all too easy to think student-disengagement in research methods classes is the fault of the student. “They should be interested in this stuff! I am!”. It’s our responsibility to make student engagement happen.

Going forward, I aim to break the lectures up with “hands-on” examples. Give the students a small data set to work on; give them a discussion point to talk to their neighbours about; use gap-notes (lecture notes which have gaps in that students must complete from the information you provide in lectures).

What can students do? Engage with your tutors; tell them your honest opinion and inform them what you would like to see happen in class. Do you also want more examples/interaction/practice? Say so! You might be surprised; lecturers aren’t all THAT bad. (Honest!)