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 SCA Band 1
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 - 2021

There are no availabilities for this unit on or after Term 3 - 2021

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

Term 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.5 (on a 5 point Likert scale), based on a 31.25% response rate.

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: 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
Process of modularising lecture content commenced this year. This included incorporating a 'what, when, how' structure to separate lecture videos and 'flipping the classroom,' so that lectures were viewed prior to an interactive tutorial. This change was well-received by students.
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
On-campus support from tutors was not available this term, due to COVID-19 related campus closures and restrictions. ALC workshops were organised, and held from Weeks 2 to 5, to provide extra statistics support to students. Preparation materials and assessment schedule were continued and were, too, well-received by students.
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
Weekly demonstrations of computer software and processes were included in weekly tutorials. Expectations for the task were regularly communicated throughout the term.
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
The development of a study guide for this unit has commenced in late 2020 (as part of a CQU SoLT grant). The Unit Coordinator will continue to review the need for a textbook, or whether a compiled unit reading list might be more useful.
Source: Student Evaluation
Feedback
Several students, who reported undertaking this second-year unit before the first-year introductory psychology unit, Foundations of Psychological Research (PSYC11012), reported difficulty understanding some research methods and design concepts, which underpin the statistical analyses covered in this unit.
Recommendation
The prerequisites for enrolment in this unit will be reviewed, as part of a larger review of the undergraduate psychology course. Extra reading material will also be provided via the Moodle site, to better support students who need information on research methods and design principles.
Action Taken
Nil.
Source: Student Evaluation & Email / Tutorial Communication
Feedback
While the nature of the assessment tasks for the unit were well-received by students, some report challenges 'changing pace,' in terms of the processes and requirements for the final assessment task (because this requires them to complete a computer-based analysis, where previous assessments involve hand calculation analyses and theoretical quizzes).
Recommendation
The structure of tutorial activities will be revised to employ a more ‘hands-on’ approach, in order to better familiarise students with the computer program used for this assessment.
Action Taken
Nil.
Source: Student Email / Tutorial Communication
Feedback
Mixed feedback about the textbook was given. Some students reported liking the 'light' level of detail it goes into and for its ease of reading, but others reported that they either disliked the text or found that they did not use it often (because they found the lecture presentations easier to follow or more intuitive).
Recommendation
Alternative textbook options (e.g., another textbook, compiled reading list etc.) will be explored.
Action Taken
Nil.
Source: Moodle / Email / Tutorial Communication with Students
Feedback
Several students (especially Mac users) reported having issues downloading and installing the freeware (software, PSPP) needed to complete their final assessment task.
Recommendation
Options for more user-friendly freeware (e.g., Jamovi) will be explored for students to use and complete their final assessment task.
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