ABSTRACT
Context often provides a valuable cue for remembering events and verbal material, particularly if the material has not yet been mastered. The context in which psychology majors encounter statistics is when they are reading, planning, or conducting research, all of which are involved, to varying degrees, in research methods courses. Integrated research methodology and statistics courses are theoretically and pedagogically sound ventures, yet putting such a course into practice reveals a number of unique challenges. Psychologists almost certainly use a statistical program to enter and analyze data, focusing energy more on the questions of what statistical procedure is appropriate, how to perform the procedure with the software, how to interpret the output, and what follow-up tests are needed. There are sound pedagogical and pragmatic reasons to teach statistics and research methods in a single course. In fact, the people have found that teaching an integrated course is more natural than trying to separate the two topics in different classes.
