Using a Cost-Benefit Analysis to Teach Ethics and Statistics

Abstract

We used Rosnow's (1990) method for quantifying the costs and benefits of research to teach undergraduate psychology students research ethics and the statistical concepts of central tendency and variability. Students rated the costs and benefits of well-known psychology experiments during the first class period and learned how to analyze and interpret their findings during the second lesson. We used class findings to demonstrate variability and consistency in ethical judgments of students. Students indicated they found the exercise useful for understanding research ethics and statistical concepts.