PSYC2015 Research Report General Feedback 2021 PDF

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PSYC20 15 Reports, 2021.The vital statistics for the on-time reports The average mark was 61, the standard deviation was 15. The median mark was 62. The breakdown of the grades was as follows: o HD: 4% o D: 1 6% o Cr: 2 2% o P: 39% o F: 1 6% Please note, we do not mark to a scale. These are the raw ...

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PSYC2015 Reports, 2021. The vital statistics for the on-time reports • • •

The$average$mark$was$61.4,$the$standard$deviation$was$15.2.$ The$median$mark$was$62.$$ The$breakdown$of$the$grades$was$as$follows:$ o HD:$ 4.5%$ o D:$ 16.4%$ o Cr:$ 22.6%$ o P:$$ 39.8%$ o F:$ 16.7%$

Please$note,$we$do$not$mark$to$a$scale.$These$are$the$raw$marks.$ In$the$histogram$below,$you$will$see$the$distribution$of$the$grades.$Each$column$ represents$the$number$of$students$who$scored$a$grade.$For$instance,$57$students$ received$a$distinction.$You$will$also$see$the$cumulative$percentile$for$each$of$ these$mark$ranges.$Students$who$received$a$distinction$were$between$the$top$ 79th$and$95th$percentile$of$the$course.$ 160 140

Frequency

120 100 80 60 40 20 0 F

P

Cr

D

18

58 79 95 Grade$and$Percentile$Ranking

HD 100 $

A$pass$mark$indicates$that$your$report$had$the$basic$information$sufficient$to$pass$ the$exercise$and$covered$most$of$the$important$information.$However,$Pass$grade$

plans$were$lacking$in$a$few$significant$areas$that$prevented$them$from$getting$ higher$grades:$ • • • • •

Minimal$research$beyond$the$set$readings$ Poor$explanation$of$important$concepts$$ Poor$description$of$the$results$ Shallow$or$poorly$described$analysis$in$the$discussion$$ Poor$written$communication$skills$(yes,$this$is$important)$

Some$of$you$will$be$disappointed$with$your$marks.$But$remember$this$is$only$30%$ of$your$marks$for$this$course.$This$is$important$feedback,$but$it’s$not$the$end$of$the$ world.$ One$thing$that$your$tutors$and$I$noticed$this$year$was$the$increased$use$of$ consultations.$All$the$tutors$said$they$were$pleasantly$surprised$at$how$many$of$you$ came$to$their$consultation$hours$and/or$used$the$discussion$boards$for$getting$ assistance$with$the$reports.$ I$have$asked$the$tutors$to$provide$me$with$detailed$feedback$about$the$reports,$and$ I$have$included$their$key$points$below.$$ Note,$this$is$a$long$list.$Some$of$the$comments$are$duplicated.$However,$you$will$see$ that$some$tutors$had$different$takes$on$particular$shortcomings$to$others,$so$I$ thought$it$would$be$helpful$to$include$their$different$suggestions$and$outlooks.$$

Feedback from tutor 1. $ General'feedback$ Introduction:$$ •

Generally,$the$introductions$were$quite$good,$and$students$were$able$to$ communicate$the$importance$of$sleep/insomnia.$

•

There$is$a$general$lack$of$specificity$when$writing$hypotheses,$i.e.,$writing$ that$"sleep$will$improve"$rather$than$predicting$that$sleep$onset$latency$will$ decrease,$duration$will$increase,$etc.$$

•

Not$many$students$appreciated$the$novelty$or$implications$of$having$a$young$ adult/university$sample.$

Results:$ •

Students$tended$to$be$quite$good$at$APA$formatting$tables,$but$they$struggled$ with$the$graphs.$

•

Again,$there$were$some$issues$of$vague$statements,$i.e.,$'sleep$latency$and$ duration$significantly$improved'.$$

•

Most$people$took$advantage$of$the$CONSORT$diagram$to$save$on$words$in$ reporting$participant$drop-out.$

Discussion:$ •

I$only$had$one$student$note$the$significant$gender$skew$of$the$sample$and$ how$this$may$limit$the$generalisability$of$the$results$to$all$university$students.$ However,$even$in$this$case$there$was$no$citation$for$gender$differences$in$ sleep/sleep$reporting.$

•

Limitations$were$often$just$mentioned$as$if$they$were$a$thought$experiment$ and$were$rarely$referenced/supported$by$citation$(see$above$point$for$an$ example).$

•

A$good$proportion$of$people$were$able$to$account$for$the$discrepancy$ between$the$20-minute$delay$and$24-hour$delay$test,$but$few$provided$a$ compelling$argument$for$why$there$were$no$significant$changes$to$perceived$ sleep$quality.$

•

The$implications$of$the$study's$findings$were$rarely$discussed$in$relation$to$ university$students$specifically$and$tended$to$be$focused$on$the$general$adult$ population.$

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Feedback from tutor 2 Introduction* Overall$students$did$three$things$particularly$well;$establishing$the$context$and$the$ justification$for$the$study,$defining$CBT-I$including$explaining$the$behavioural$ components$we$used$in$our$study$and$most$had$clear,$distinct$hypotheses$for$each$ DV.$$ Context'and'Justification' Students$first$needed$to$outline$the$context$i.e.$the$scope$of$the$problem$and$ justification$of$the$study.$In$general,$students$did$a$good$job$using$relevant$statistics$ about$the$extent$of$sleep$loss/insomnia$in$the$general$population$and$went$onto$ explain$the$impact$it$can$have$on$mental$health$and$academic$performance.$Those$ who$gained$top$marks$in$this$section$often$made$it$more$specific$to$our$participant$ population$(healthy$undergraduate$students)$and$effectively$used$evidence$in$the$ literature$to$give$examples$of$studies$that$have$shown$correlations$between$poor$ sleep$and$academic$performance/cognition/memory.$ CBT-I' Most$gave$a$good$explanation$of$CBT-I.$For$top$marks$in$this$section,$you$had$to$ clearly$express$that$we$focused$on$the$behavioural$components$of$CBT-I$and$that$we$

asked$participants$to$target$stimulus$control,$sleep$hygiene$and$sleep$environment$ when$designing$their$self-designed$and$self-implemented$BMPs.$ Hypotheses' Finally,$students$who$seemingly$followed$the$PICOS$framework$for$designing$ hypotheses,$gained$more$marks$than$those$who$didn’t.' Results** Data'Loss'and'Exclusion'&'Demographic'Data' Mostly$done$very$well.$Some$students$included$all$the$data$loss$and$exclusions$in$ both$the$body$of$the$results$as$well$as$in$a$consort$diagram$which$was$unnecessary.$ The$consort$diagram$was$meant$to$be$used$as$a$means$to$clearly$and$effectively$ demonstrate$who$was$excluded$from$the$study$without$chewing$up$your$word$ count.$So$doing$both,$meant$extra$work$for$no$additional$marks$and$reduced$word$ count$for$where$it$was$most$needed$–$the$discussion.$Also,$students$needed$to$make$ sure$they$included$the$final$n/group$in$the$text$and$not$just$in$the$consort$diagram.$ In-text'reporting'of'results'and'statistics' On$the$whole$was$very$happy$with$this.$Students$got$top$marks$in$this$section$when$ they$included$the$Mean$+/-$SEM$in$text,$they$included$the$full$t-test$statistic$and$ referred$to$figures.$$ Figures'and'figure'legends' Mostly$done$pretty$well$a$few$key$things$students$missed:$ •

Graphs$needed$to$denote$significance$using$some$form$of$symbol,$ typically$*.$In$doing$so,$they$then$needed$to$define$in$the$figure$legend$ that$*$p...