Effect of a Course in Research Methods on Scientific Thinking among Psychology Students

Abstract

This study followed a quasi-experimental design to determine the effect of a course in research methods on undergraduate students' ability to reason scientifically. Two classes of students in their first and second year of study were asked to participate in the study. The second year class ( n = 171) was taught a course in research methods, while the first year class ( n = 201) was taught a course in research methods. An instrument consisting of a series of vignettes was administered to all students at the beginning and at the end of the quarter in which these courses were taught. Total scores on the instrument were used to determine the extent of scientific thinking. Analysis of variance showed a non-significant difference between the groups at pretest and a significant difference ( p < 0.05) at post test. These results were interpreted to mean that the research methods course was responsible for increasing students' level of scientific thinking.