PSYC12047 - Introduction to Data Analysis

General Information

Unit Synopsis

This unit will introduce you to preliminary concepts in statistics. The material covered in this unit will allow you to do research as part of your undergraduate and/or professional career/s. The goal of this unit is to provide you with the skills to perform basic statistical analyses (e.g., t-tests, ANOVA, chi-square, linear regression, etc.), as they apply in the health, human, and social sciences. It is a recommendation of enrolment in the unit that you have competency at secondary-level mathematics. Students lacking competency at secondary level (including basic algebra) are encouraged to contact the Academic Learning Centre (ALC) to discuss their options before enrolling in this unit.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2019

Term 2 - 2020 Profile
Adelaide
Bundaberg
Cairns
Online
Rockhampton
Townsville

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 40%
2. Portfolio 50%
3. Written Assessment 10%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

No previous feedback available

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Unit evaluations and personal email correspondence with students
Feedback
Students provided positive feedback on the structure and delivery of the lectures. Specifically, they found the 'what, why, how' approach easy to follow. They also said they appreciated the step-by-step explanations and demonstrations of calculation steps for each statistical test.
Recommendation
Continue the practical approach to the theoretical and calculation aspects of the unit.
Action Taken
This approach was taken, but further refinement is needed to streamline content.
Source: Unit evaluations
Feedback
Students generally appreciated the iterative assessment schedule of the unit, and noted that this approach helped them to stay on top of the content and focus their learning efforts effectively.
Recommendation
Continue the iterative assessment schedule.
Action Taken
This was continued and well-received by the majority of students.
Source: Moodle forums and email correspondence
Feedback
Feedback was given concerning the amount of time given for the Online Quizzes; specifically, they advised that they would appreciate an extra five minutes reading time (i.e., in addition to the 20 minutes) for each quiz.
Recommendation
Include a five-minute reading time for each of the Online Quiz assessment tasks, in order to enable students to familiarise themselves with the questions.
Action Taken
Only one student expressed concern that they did not feel comfortable with the amount of time allocated for quizzes, despite the extra five minute reading time being incorporated for each of these assessments.
Source: Student evaluation.
Feedback
Students reported that, despite finding it interesting and useful, lecture content could be condensed and 'filler content' reduced.
Recommendation
The Unit Coordinator intends to modularise the unit into shorter conceptual videos, with 'need to know' content highlighted first, and additional modules for extended/further study also being made available. Weekly lectures might, instead, follow the 'flipped classroom' model, where content will be recapped and discussed (with a focus on applications and example calculations).
Action Taken
Nil.
Source: Student evaluation and Personal communication.
Feedback
Students really liked the support of on-campus tutors and the availability of practice tasks for each assessment on the Moodle site. The majority of students reported liking the frequent (near-weekly) assessment schedule, but this was not the case for all students (especially for students who reported having competing extra-curricular commitments).
Recommendation
The current model of on-campus support, provision of comprehensive preparation materials, and assessment schedule should be continued.
Action Taken
Nil.
Source: Student evaluation.
Feedback
Support for the Computer Assessment Task could be improved.
Recommendation
More examples for this assessment should be provided in the next iteration of the unit. Task expectations should be incorporated into lecture/tutorial materials earlier in the term, in order to improve communication of these.
Action Taken
Nil.
Source: Student evaluation and Personal communication.
Feedback
Some students reported not needing the textbook, whereas others report highly valuing this (noting that they particularly like the simplicity of readings).
Recommendation
Review alternate options for textbook, as well as the appropriateness of an annotated study guide for this unit.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain and evaluate different statistical methods and procedures
  2. Apply statistical procedures, methods and calculations
  3. Translate statistical output into a summary, formatted in APA style.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Online Quiz(zes)
2 - Portfolio
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
6 - Information Technology Competence
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
3 - Written Assessment
1 - Online Quiz(zes)
2 - Portfolio