Overview: 

This approach was developed in the PSYC 6013 course. As such, students were given a data set and a guided project/presentation template, which required them to create a research design aligned with key research questions and statistical analyses linked to the variables in the relevant data sets. Thus, the research project component was a substantial assessment where students applied quantitative analysis techniques to a real-world social science problem. It included a 12 minute presentation and a final report submission. This assessment tested their ability to plan, execute, and communicate a quantitative research study. The purpose of it involved the analysing of data using SPSS statistical software and encouragement of critical analysis of results for reporting, interpretation and presentation. 

Use of Generative AI

In addition to this, students were encouraged/allowed to use Artificial Intelligence (AI) ethically to assist them in building their Research Design and its components. Thus, they were provided with a statement on the ethical use of AI encompassing Human Agency, Fairness, Humanity and Justified Choice/Academic Honesty. Following this, they were provided with an example of an AI prompt and its response as well as the AI tools that can be used for each component of the project. 

This is because these are essential skills for the 21st century learner, which applies to both the successful completion of this course and more importantly to real-life decision making. The well-articulated communication of these data-driven insights in this assignment provides the foundation for data storytelling in the professional world. 

Student Profile: 

PSYC 6013: Advanced Statistics and Research Methods in Psychology

Level of Student: Postgraduate

Age Group: Adults aged 21 and over

Class Size: 11 to 12 students

Mode: In-person

Background: Students have a basic knowledge of Statistics from an introductory undergraduate course. The class includes diverse learners, such as recent BSc graduates and adults reentering university after several years.

How it was done?

It aligned with specific learning objectives of the course or program, such as developing research skills, critical thinking, and communication abilities. It also allowed my students to apply theoretical concepts learned to real-world research questions, fostering a deeper understanding of the subject matter. Moreover, by completing a guided project proposal and presentation, they enhanced their literature review, hypothesis formulation, research design, data analysis, and academic writing skills. It also prepared them for future research endeavours, whether in academia, industry, or other professional settings, by familiarizing them with the research process and academic standards. In addition, throughout the assessment process, students received feedback and guidance from me, thereby facilitating their growth as researchers and scholars. 

I also incorporated the use of AI into the Guided Research Proposal since I participated in an online training on Teaching with AI through the Course Hero AI Academy, where I learnt to provide community-driven, inquiry-based professional learning for educators to help in responding creatively, critically, constructively, and ethically to the opportunities AI offers. I was able to revamp the course to include a policy on the use of generative AI to assist in the literature review process and I demonstrated the use of Co-Pilot, one of the Large Language Models (LLMs) which acts similar to ChatGPT to source information from the wider web and curate responses based on user intervention. However, I cautioned my students that they must make informed decisions even with the use of AI, since it can contain errors. See my statement on the use of AI in this course. 

Therefore, incorporating AI into the realm of education for this assessment represented a transformative force as a way to revolutionize pedagogical practices. It helped students learn crucial 21st-century abilities such as problem-solving, critical thinking, and cooperation, thereby enhancing the efficiency and effectiveness of educational experiences. These abilities are critical for success in the digital era, and may be cultivated through hands-on experience with AI tools and apps. Also, by developing and imparting these skills onto students, it allowed for the creation of not only technology literature but AI literate students in this vastly modernizing society. This is because, the future of higher education with artificial intelligence (AI) is a joint future (Fourtané, 2023). 

In their guided project proposals, the students made strong efforts to outline the importance of their studies. However, they needed clearer articulation of the specific research gaps and potential societal impacts. Strengthening the linkage between demographics and policy impact, and providing explicit explanations of each study's contribution to existing literature, were also recommended. Identifying the target audience and clearly stating the study's purpose were advised to enhance clarity.

Learning Outcomes: 

1. Apply statistical software tools (IBM SPSS and R) to perform data cleaning, exploration, and analysis.

2. Design appropriate research questions and select suitable statistical methods for analysis.

3. Interpret and critically evaluate statistical results in the context of social science research in APA format.

4. Communicate complex statistical findings clearly through written reports and presentations.

5. Collaborate effectively, applying quantitative research insights to interdisciplinary fields.

Impact on Students Learning:

This practical application enhanced my students' understanding of statistical concepts and methodologies, preparing them for future research endeavours. It also fostered critical thinking skills as they evaluated the relevance of their study to existing literature, justify their research design choices, and formulated hypotheses based on theoretical frameworks. Moreover, by allowing them to ethically utilize AI tools to assist in building their research design, the assessment promoted ethical considerations in research and encouraged students to leverage technological advancements responsibly. Additionally, the requirement to deliver a 12-minute presentation and submit a final report cultivated effective communication skills. Students had to clearly articulate their research objectives, methods, findings, and conclusions, thereby enhancing their ability to communicate complex ideas to diverse audiences.

As a result of this, all of them were given certificates of participation based on the following categories: 

• Best Project Presentation 

• Best Written Project 

• Best Technical Project 

• Most Improved Student

• Best Storyteller  

• Best Statistical Analysis (Presentation) 

• Most Creative Presentation 

• Most Determined to Succeed

• Most Articulate Presentation 

• Most Resilient/ Participatory Student 

Meeting Diverse Leaners' Needs: 

This assessment met the needs of diverse students as it allowed them to use AI tools ethically at each step of the project formulation. By introduing and incorporating AI tools such BingAI, Scite, Scholarcy, ChatPDF, Typeset.io, QuillBot, Wordtune, Grammarly, and JenniAI my students were able to efficiently analyze data, generate hypotheses, and refine methodologies.

The inclusion of these tools accommodated different learning styles and proficiencies, providing support for those less experienced in statistical analysis. Also, by providing these specific examples of AI tools, students learnt to ethically integrate advanced technologies into their research, ensuring a comprehensive and inclusive learning experience that prepares them for professional environments. Ethical AI use was emphasized, teaching students responsible practices and critical thinking about AI's limitations and implications in research. 

Impact on my Teaching Practice 

This experience promoted active engagement, ethical awareness, interdisciplinary thinking, and communication proficiency. By structuring the course around practical application and real-world research challenges, I fostered a learning environment where students applied statistical techniques, critically analyzed research designs, and communicated findings effectively.

Emphasizing ethical considerations and the responsible use of AI tools underscored the importance of integrity and social responsibility in psychological research. Furthermore, integrating theories from various disciplines encouraged students to think holistically and creatively approach complex problems. Overall, this assessment enriched my teaching practice by cultivating essential skills and competencies essential for my future success in academia and beyond.

Moreso, I would have made improvements made to the course in the previous years (particularly from 2019) by utilizing the scaffolding methods, whereby, the quality of the guidelines given to students would have  increased. Thus, they were given links to AI tools, a data set, project template, and a rubric outlining specific criteria for each section of the project proposal and presentation. This scaffolding helped my students navigate the complexities of research design, statistical analysis, and communication by breaking down the tasks into manageable components and providing support as they progressed. Additionally, the feedback loop established through my guidance and peer review further supported their learning by offering opportunities for reflection, iteration, and improvement. 

My teaching philosophy centers on fostering an inclusive and engaging learning environment where students can develop critical thinking skills and apply theoretical concepts to real-world scenarios. This project exemplified these principles by encouraging data-driven storytelling and peer collaboration.