PSYCHOL 3020 - Doing Research in Psychology: Advanced

North Terrace Campus - Semester 2 - 2018

The aim of this capstone course is to extend knowledge of the statistical and conceptual bases of psychological research based on content introduced at Level II. It covers intermediate-level quantitative statistical methods, statistical inference, research methods, and qualitative methodologies in applying psychological research to real-world problems.

  • General Course Information
    Course Details
    Course Code PSYCHOL 3020
    Course Doing Research in Psychology: Advanced
    Coordinating Unit Psychology
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 6 units of Level II Psychology which must include PSYCHOL 2004
    Course Description The aim of this capstone course is to extend knowledge of the statistical and conceptual bases of psychological research based on content introduced at Level II. It covers intermediate-level quantitative statistical methods, statistical inference, research methods, and qualitative methodologies in applying psychological research to real-world problems.
    Course Staff

    Course Coordinator: Dr Rachel Searston

    School of Psychology Office: Ph= +61 8313 5693; Email -

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    At the successful completion of this course students will be able to:

    1.    Evaluate critically the importance of scientific and statistical reasoning in psychology
    2.    Apply methodological and statistical principles to assess the credibility of various claims about human psychology
    3.    Formulate principled arguments for using various methods and statistics in psychological research
    4.    Understand and apply the methodological and statistical concepts to various real-world problems
    5.    Evaluate critically the ethical issues that may impact on decision-making in psychological research

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    Abelson, R. P. (1995). Statistics as Principled Argument. First Edition. Taylor & Francis Group [Available online via the University Library]
    Recommended Resources
    Grolemund, G., & Wickham, H. (2017). R for Data Science.
    : Learn R, in R. Install and start package in RStudio: 1) > install.packages(“swirl”) 2) >library(“swirl”)
    Crump, M. J. C., Price, P., et al. (2017). Research Methods for Psychology.
    Crump, M. J. C. (2018). Programming for Psychologists: Data Creation and Analysis
    Stanovich, K. E. (2013). How to Think Straight about Psychology. Tenth Edition. Pearson Education.
    Online Learning
    Video Lectures and Online Worksheets will be made available on MyUni: 

    MyUni may also be used for one or more of the following:
    •    Communication with students via Announcements and Discussion Board
    •    Submission of assessment
    •    Access to lecture recordings
    •    Access to worksheet materials
    •    Access to assigned and additional readings
    •    Access to self-directed learning activities
    •    Access to assessment preparation materials

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course consists of weekly online lectures and face-to-face class activities, two tutorials/SGDEs, and four online worksheets with accompanying drop-in sessions. 


    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Video Lectures: 1 hour per week = 12 hours
    Classes: 1 hour per week = 12 hours
    Online Worksheets: 1 hour per worksheet accompanied by optional 1 hour face-to-face drop-in session x 4 = 8 hours
    Group Presentation Session: 1 hour
    Small Group Discovery Experience: 1 hour
    Readings and Discussion Forum: 4 hours per week = 44 hours
    Class Preparation and Self-Directed Study: 3 hours per week = 36 hours
    Preparation of Oral and Written Assessment: 4 hours per week = 44 hours

    Total: 158
    Learning Activities Summary

    Week Topic
    Week 1 Course Introduction
    Week 2 Making Claims with Statistics
    Week 3 Rhetorical Style
    Week 4 Magnitude of Effects
    Week 5 Open Science I
    Week 6 Open Science II
    Week 7 Articulation of Results
    Week 8 Generality of Effects
    Week 9 Qualitative Research Methods
    Week 10 Interestingness of Argument
    Week 11 Credibility of Argument
    Week 12 Course Summary
    Disclaimer: This program is provisional and subject to change.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning outcome(s) being addressed
    Weekly Quizzes Formative 40% 1-5
    Position Paper Summative 45% 1-5
    Group Presentation Summative 15% 1-5
    Assessment Detail
    The quizzes are worth 5% each and the top eight (out of 10) scores will count towards the final grade, for a total of 40%.
    Please refer to the General Handbook for Undergraduate Psychology students (available at the link below) for details on submission process/requirements, penalties for late submission, the process of applying for extensions, and the staff “turn-around” timeline on assessments and the provision of feedback and policy relating to re-submission/redemptive work.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.