Using online tutorials to introduce psychology undergrads to R: Student experiences, knowledge, and attitudes

Statistical literacy, comprising both conceptual knowledge and practical skills using statistical software, is foundational to undergraduate psychology education. However, consensus is lacking for how to best incorporate software instruction into introductory statistics courses. In this investigation, we evaluated the effectiveness of three online tutorials introducing undergraduates to R. We recruited 273 students across seven sections of an introductory statistics course in psychology. Using quantitative and qualitative approaches, we assessed students’ experiences with the tutorials. We also compared students’ attitudes toward statistics and statistical software before and after they completed the tutorials and tested their knowledge of R after they completed the tutorials. Overall, students had positive experiences with the tutorials and demonstrated adequate knowledge of R following the tutorials. Students’ attitudes about statistics and statistical software remained stable and neutral to positive before and after completing the tutorials. Although students perceived more effort was needed to learn statistics after having completed the tutorials, they also perceived themselves as being more able to use statistical software, regardless of whether direct instruction in non-R software was included in the course design beyond the tutorials. Results suggest brief online tutorials can effectively scaffold undergraduate psychology students’ learning of basic R skills. Furthermore, by increasing students’ confidence with using statistical software, positively impacting students’ experiences, and maintaining their attitudes toward statistics, online tutorials may increase students’ motivation to continue developing their statistical skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)