Computer Applications and Statistics

Faculty in charge: Dr Arpitha Anna Jacob & Dr Aditya Banerjee

Course in charge: Dr Arpitha Anna Jacob

Programme M.Sc. Applied Psychology

Semester II
Course Computer Applications and Statistics
Course Code MPY1202
Total Hours 85
Hours/Week 2+4
Max.Marks (FA+SA) 100
Credits 4 = 2-0-2
Course Description This course develops students' proficiency in statistical methods essential for
psychological research. Students begin with fundamental data organization and
visualization concepts, progressing to descriptive and inferential statistical
techniques. Through extensive hands-on practice with SPSS/Jamovi software,
students learn to select, execute, and interpret appropriate statistical tests for
different research scenarios. The course covers both parametric methods and
their non-parametric alternatives. The course concludes with an introduction to
qualitative data analysis, providing students with a comprehensive
understanding of quantitative and qualitative research methods.

Pedagogy ICT, collaborative learning, problem-based learning, experiential learning.

Learning Outcome On completion of the course, students will be able to
1. Analyse data sets using descriptive statistical methods and graphical
representations to explain patterns in psychological research.
2. Evaluate the appropriateness of parametric and non-parametric
statistical tests by examining probability distributions and assumptions
of normality.
3. Apply appropriate statistical tests (t-tests, ANOVA, non-parametric
alternatives) to solve research problems involving group comparisons.
4. Analyse relationships between variables through correlation and
regression techniques, demonstrating the ability to conduct and
interpret simple and multiple regression analyses for prediction
purposes.
5. Develop competency in qualitative data analysis techniques, including
transcription and coding, and understand the complementary role of
qualitative methods alongside quantitative approaches in behavioural
research.
Syllabus
Unit-I: Introduction to Statistics
• Role of statistics in behavioural sciences.
• Data organization
• Types of statistical analyses: descriptive and inferential
• Measures of central tendency and dispersion.
• Graphical representation of data
• Use of generative AI and AI-assisted tools in research
Unit-II: Inferential Statistics
• Introduction to inferential statistics
• Hypothesis testing
• Probability distributions and the normal distribution.
• Z scores
• Parametric and non-parametric statistics
• Analysis of categorical data
Unit-III: Measures of Differences between Conditions/Groups
• Tests for the difference between two conditions/groups
o T-Tests: One sample t-test, independent t-test, paired t-test
o Non-parametric alternatives: Mann Whitney U Test, Wilcoxon Signed Rank test
• Tests for the difference between more than two conditions/groups
o Analysis of Variance; One way ANOVA, Repeated Measures ANOVA
o Non-parametric alternatives: Kruskal-Wallis Test, Friedman’s Test
Unit – IV: Measures of Association and Prediction
• Correlational analysis
o Pearson Product Moment Correlation, Spearman’s Rank Order Correlation
o Regression: Simple regression, Multiple regression
Unit-V: Qualitative Data Analysis
• Transcription
• Coding
• Approaches to qualitative data analysis
• Familiarization with qualitative analysis software
References

1. Aron, A., Coups, E.J., & Aron, E.N. (2019). Statistics for psychology (6th ed). Pearson Education
2. Field, A. (2019). Discovering Statistics Using IBM SPSS Statistics (4th ed). Sage
3. Creswell, J.W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th
ed). Sage
4. Dancey, C.P. & Reidy, J. (2020). Statistics without math for psychology (8th ed). Pearson
5. Ritchie,J. & Lewis, J. (2003). Qualitative Research Practice: A guide for social science students and
researchers. Sage.
 6. Denzin, N. K., & Lincoln, Y. S. (1994). Introduction: Entering the field of qualitative research. In N. K.
Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research. Thousand oaks, Califf:: Sage
Publications.
7. David Silverman (2013). Doing Qualitative Research: A Practical Handbook. Sage Publications.
8. Banister, P. (2011). Qualitative Methods in Psychology: A Research Guide. United Kingdom: Open
University Press.
Suggested Readings

1. Elmes, D. G., Kantowitz, B. H., Roediger, H. L. (2011). Research Methods in Psychology. Brazil:
Wadsworth Cengage Learning.
2. Kopala, M. & Suzuki, L. A. (1999). Using Qualitative Methods in Psychology. Sage Publications
3. Garrett, H. E. (2006). Statistics in Psychology and Education. India: Cosmo (Publications, India).

Session Plan
Week Total Topics Remarks (Extended learning CO
teaching activities/pedagogy, etc.)
hours
Week 1 6 hours Unit-I: Introduction to Statistics - Direct classroom teaching CO1
th
6 – 10 th
- Role of Statistics in behavioural with ICT
January sciences. - Research vignettes
- Data Organization - Discussion
- Types of Statistical Analyses:
Descriptive and Inferential
WEEK 2 5 hours Unit-I: Introduction to Statistics - Direct classroom teaching CO1
13th – 17th Holiday -14th - Measures of Central Tendency with ICT
January and dispersion. - Research vignettes
- Graphical Representation of - Problem-based learning
data - Discussion
- Use of generative AI and AI-
assisted tools in research

Week 3 6 hours Unit-II: Inferential Statistics - Direct classroom teaching CO2

20th – 24th - Introduction to Inferential with ICT
January Statistics - Problem-based learning
- Hypothesis testing - Discussion
WEEK 4 6 hours Unit-II: Inferential Statistics - Direct classroom teaching CO2
27th – 31st - Probability Distributions and with ICT
January the Normal Distribution. - Problem-based learning
- Z scores - Discussion
Week 5 6 hours Unit-II: Inferential Statistics - Direct classroom teaching CO2
3rd – 7th - Parametric and Non-parametric with ICT
February Statistics - Problem-based learning
- Analysis of categorical data - Discussion
Week 6 6 hours Unit-III: Measures of Differences - Direct classroom teaching CO3
10th – 14th between Conditions/Groups with ICT
February - Tests for the difference - Research vignettes
between two conditions: - Problem-based learning
- T-Tests: One sample t-test, - Discussion
independent t-test
Week 7 6 hours Unit-III: Measures of Differences - Direct classroom teaching CO3
17th – 21st between Conditions/Groups with ICT
February - Paired t-test - Research vignettes
- Mann Whitney U Test, - Problem-based learning
Wilcoxon Signed Rank Test - Discussion
Week 8 6 hours Unit-III: Measures of Differences - Direct classroom teaching CO3
24th – 28th between Conditions/Groups with ICT
February - Analysis of Variance - Research vignettes
- One-way ANOVA, - Problem-based learning
- Repeated Measures ANOVA - Discussion
Week 9
3rd – 7th
March
Mid-term Exams
Week 10
10th – 14th
March
Week 11 6 hours Unit-III: Measures of Differences - Direct classroom teaching CO3
17th – 21st between Conditions/Groups with ICT
March - Kruskal-Wallis Test - Research vignettes
- Friedman’s Test - Problem-based learning
- Discussion
Week 12 6 hours Unit – IV: Measures of Association - Direct classroom teaching CO3
24th – 28th and Prediction with ICT
March - Correlational analysis - Research vignettes
- Pearson Product Moment - Problem-based learning
Correlation - Discussion
- Spearman Rank Order
Correlation
Week 13 5 hours Unit – IV: Measures of Association - Direct classroom teaching CO4
1st – 4th April Holiday – 31st and Prediction with ICT
March - Regression: - Research vignettes
- Simple regression, - Problem-based learning
- Multiple regression - Discussion
Week 14 6 hours Unit – V Qualitative Data Analysis - Direct classroom teaching CO5
7th – 11th - Transcription with ICT
April - Coding - Research vignettes
- Problem-based learning
- Discussion

Week 15 4 hours Unit – V Qualitative Data Analysis - Direct classroom teaching CO5
14th- 17th Holiday 18th - Approaches to qualitative data with ICT
April analysis - Research vignettes
- Familiarization with qualitative - Problem-based learning
analysis software - Discussion
Week 16 6 hours - Revision -
21st – 25th
April

Assessment Plan

S# Assessment type Weightage Duration

(%)
Formative assessment (Continuous Internal Assessment – CIA)
1 Lab Record 20 20 hours
2 Mid Term Exam 20 2 hours
3 Journal Club 10 5 hours
Total 50
Summative assessment (End Semester Assessment – ESA)
5 End Sem Exam 50 3 hours
Total 100 30 hours

Assessment Schedule

Assessment Details/Instructions Due date for Evaluation Criteria Assessments &

Submission Evaluation due
dates

Practical Students are required to maintain a 1 week after - Organization Continuous

Record practical record documenting all the the test is and evaluation. Final
statistical assessments covered throughout demonstrated completeness of marks will be
material – 3
the course. Each entry in the record should in class shared at the end
marks
follow the format below: - Presentation of of the semester
Introduction: Provide a brief overview of technical
content – 4
the statistical test.
marks
- Integration of
 Assumptions of the Test: List the research article -
assumptions underlying the test. 2 marks
Analysis Steps: Detail the steps involved in - Timely
conducting the analysis submission –1
Analysis Output: Include the results mark
obtained in Jamovi from the analysis. - Marks from
Interpretation of the Results: Explain the individual
findings and their implications. submissions will
Summary of a Research Article: Summarize be averaged and
one research article that utilized the test in scaled to 20.
its data analysis.
A printed copy of the record must be
submitted at the end of the semester.

Mid Term Students will conduct two statistical 1st/2nd week of - Conceptual 4th week of
Exam analyses on Jamovi using the provided March understanding March
dataset. They will also write an introduction - Test selection
- Analysis
to the statistical tests, outline the
execution
associated assumptions, and interpret the - Interpretation
results of their analyses. of results

Journal Club Overall Objective Presentations - Article selection Continuous

will start from - Content evaluation. Final
This assignment aims to enhance students' st coverage
1 week of marks will be
understanding of statistical concepts and - Critical
February shared at the end
their application in psychological research. evaluation
- Presentation of the semester
By critically evaluating published research,
students will develop skills in interpreting skills
- Q&A handling
statistical analyses, identifying
- Each criterion
methodological strengths and weaknesses, will be graded
and communicating complex information on 4 marks
effectively. Each pair will choose a journal - The total score
article related to the assigned concept. The will be scaled
article will need to be approved by the down to 10
marks
faculty.

Assignment Details

Students will work in groups of three to

select, analyze, and present a peer-
reviewed journal article that employs
statistical methods relevant to psychology.
Article Selection:

Articles must be published in peer-

reviewed and indexed psychology journals
within the last five years. The article must
contain at least one inferential statistical
analysis covered in the course (e.g., t-test,
ANOVA, regression, chi-square) or
qualitative data analysis. The selected
article must be approved by the instructor
at least one week before the presentation
date

Presentation Details:

Duration: 20 minutes (15 minutes

presentation, 5 minutes Q&A).

Format: PowerPoint or similar visual aids.

Content:

Introduction: Overview of the study,

research questions, and hypotheses.
Methods: Description of participants,
design, procedures, and statistical methods
used.
Results: Summary of the findings with a
focus on the statistical analyses.
Critique: Evaluation of statistical methods,
including assumptions, strengths,
limitations, and appropriateness.
Conclusion: Implications of the findings and
suggestions for future research.
Delivery: All team members must
contribute equally to the presentation.
Submission: Students must submit their
slides and a one-page critique summary on
the presentation day.
 Learning strategy Contact hours Student learning time (Hrs)
Lecture 28 60
Lab hours 42 80
Presentations 10 04
Revision 4 10
TOTAL 84 146

Mapping of COs to POs

CO PO 1 PO 2 PO 3 PO 4 PO 5 PO 6
CO 1 ✓ ✓ ✓
CO 2 ✓ ✓ ✓ ✓
CO 3 ✓ ✓ ✓ ✓
CO 4 ✓ ✓ ✓ ✓
CO 5 ✓ ✓ ✓ ✓
Mapping assessment with COs

S# Assessment type CO1 CO2 CO3 CO4 CO5

1. Lab Record ✓ ✓ ✓ ✓ ✓
2. Mid Term Exam ✓ ✓
4. Journal Club ✓ ✓ ✓ ✓ ✓
5. End Semester Exam ✓ ✓ ✓ ✓ ✓