Training and Education in Professional Psychology, Vol 18(3), Aug 2024, 194-203; doi:10.1037/tep0000469
We examined how a two-staged approach to recentering statistics courses in scientist–practitioner psychology (PhD) programs led to changes in course evaluations. Because course evaluations (up to three per student) were nested within the individual, we evaluated three dimensions of course evaluations (i.e., perceived value to the student, traditional pedagogy, socially responsive pedagogy) with multilevel models. In the first stage, the transition from SPSS to R (a shift from fee-based to zero-cost, open-source, software) negatively impacted students’ perceived value of the course (B = −0.40, p = .001) and evaluation of traditional pedagogy (B = −0.56, p