Statistics and Research Methodology 1 (PSY

2001) Syllabus, Ashoka University

Semester: Spring 2021; Tue/Thurs 11:50am-1:20pm

Disclaimer: Everything in this syllabus is tentative and we can

Instructor: Simantini Ghosh, PhD
deviate from it contingent on student feedback and instructors’
discretion about improving learning inside or outside the classroom.
Phone: 0130-2300664

Email (Preferred method of communication): Course Overview

Simi@ashoka.edu.in
Do women talk more than men? Are Indians more interdependent
Office Location: New Academic Block AC02- 351
than Americans? Does nutrition improve IQ? The answers to these
Office Hours: Wednesdays 2-4pm. (Please questions and related ones are not absolute but statistical – they
make an appointment using involve gathering data from a sample and then synthesizing the
calendly.com/simipsych at least 24 hours in information using a relevant statistic to reach a conclusion. In this
advance) course, you will learn how to use statistical tools (central tendency,
Teaching Fellows: variability, probability, hypothesis testing, t-tests, ANOVA, regression,
etc.) to answer questions of psychological interest. The emphasis is on
Prithvi Iyer (prithvi.iyer_tf@ashoka.edu.in )
understanding statistical concepts and performing basic statistical
Ninaad Kulshreshtha
analyses, not on mathematical formulas and derivations
(ninaad.kulshreshtha_tf@ashoka.edu.in )
Graduate Assistant Course Objectives
Zaidan Mohammad By the end of this course, you will be able to:
(zaidan.mohammad_ga@ashoka.edu.in ) ● Appreciate why data triumphs anecdotes.
Teaching assistant: ● Read research reports critically using basic statistical methods.
Vyoma Vijai (vyoma.vijai_ugta@ashoka.edu.in ) ● Perform basic statistical techniques in your work.
● Interpret complex statistical findings and graphs in the context
All Office Hours with TA/TFs: by appointment
of their level of statistical significance, including the influence of
effect size, and explain these findings using simple language.
DS timing and venue: ● Communicate quantitative data in statistics, graphs, and
Prithvi: tables.
Wed, 6:10- 7:40pm
Thu: 12noon-1:30pm Prerequisites: none
Thu 6:10-7:40pm
Ninaad: Course Reading
Thu 11:50am-1:20pm • Book: Argyrous, G. (2012). Statistics for research (3rd
Thu 6:10-7:40 pm edition). Delhi: Sage. (Will be posted on google classroom)
Fri: 6:10- 7:40pm • Optional: Navarro, D.J., Foxcroft, D.R., & Faulkenberry, T.J.
(2019). Learning Statistics with JASP: A Tutorial for Psychology
Students and Other Beginners. (https://tomfaulkenberry.github.io/JASPbook/lsj.pdf)

• Optional: Goss-Sampson, M. A. (2019). Statistical Analysis in JASP 0.10.2: A Guide for Students. July 2019
(https://static.jasp-stats.org/Statistical%20Analysis%20in%20JASP%20-
%20A%20Students%20Guide%20v0.10.2.pdf)

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 • Optional bedtime reading: Salsburg, D. (2002). The lady tasting tea: How statistics revolutionized science in the
twentieth century. New York, NY: Henry Holt.

Required software

• JASP (https://jasp-stats.org )

Course Websites:

Google classroom: PSY2001-SRM1-Spring2021 class code: ifygngs

Course Schedule and logistics sheet: PSY2001-SRM1-ScheduleSpreadasheet

COURSE STRUCTURE
Lecture Sessions: are on Tuesday. The aim will be to introduce the main ideas related to the assigned topic
(see the reading schedule below for a list of topics). You are required to do the readings before the lecture.
Lectures are designed to supplement the assigned readings. Reading the chapters is essential for keeping up in
this course, and it will reduce the stress of exams significantly.
Discussion Sessions: will be held on Wednesdays, Thursdays and Fridays. The details are on the DS sign-up
sheet on the schedule and logistics spreadsheet. They aim to help you consolidate your learning from class
and to teach you how to analyze quantitative data using statistical software, specifically JASP. To this end,
each discussion session will be divided into two parts. The first part will be dedicated to discussing the learning
checks (see the section on 'Class Participation' below); both TF/TAs will cover this so you can get individualized
attention. During the second half, they will show you how to analyze quantitative data using the India dataset
from the World Values Survey on JASP.
Please do not overcrowd DSs. There are 6 sections created. Put your name in one. No DS
should be larger than 15 students.

7 GOLDEN RULES FOR OUR CLASS

Here are my expectations of you for this class – small things that will make your learning experience better
and facilitate our work together.
1. Although I will post the lecture slides on classroom, it is important that you attend the lectures, listen
carefully and take notes. The slides cannot be fully understood without more information from the
lecture, and it will make more sense to you if you also followed along during the lecture, taking
additional notes that will aid your memory and comprehension when you go back and review the
lecture slides. The final exam is an open-book exam; these notes will also be useful then.
2. (If we return to face to face classes post break), No phones or other technological distractions in class
– more and more research shows how technology interferes with our ability to concentrate. If you have
to make an urgent call or send a message you are excused for a few moments and you can step outside
to do so. If we see you using your phone in class, we will ask you to leave class and you will lose
attendance for that class. Although you are allowed to take notes on your laptops during class, if we
see you being distracted (e.g., using social media on your laptops), again, we will ask you to leave the
class and you will lose attendance for that class.
3. Please be punctual. Punctuality reflects on you as a professional. Being punctual is a great way to
communicate respect for other people’s time, prove that you are trustworthy and reliable, and helps
remove the stress that comes from being late.

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4. Do the readings every week – this is necessary to keep up with the material and not be swamped
before exams.
5. Do the learning checks before your discussion sections. This is the best way to consolidate your
learning from class.
6. It is your responsibility to reply to your research team members’ e-mails and to be available to meet
with them to work on your group project. Group work can be very frustrating everyone does not
participate - so be sure to pull your weight.
7. Before e-mailing me or the TFs, always check the syllabus, classroom web resources, and your book
to make sure the answer is not in there already! If it is, we may simply reply “see syllabus” or “see
google classroom”. Emails should only be used for procedural details, not class-content related
clarifications. For assisting you with questions related to course content we invite you to our office
hours.

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 EVALUATION COMPONENTS
➢ Academic Integrity: 10%
➢ Syllabus Quiz: 5%
➢ Midterm Exam: 20%
➢ Final Exam: 25%
➢ Data Analysis Project [Group Project]: 25%
➢ Class Participation: 10%
➢ Class Attendance 5%

For PhD Students ONLY:

Evaluation Components
➢ Advisor-directed Project*: 35%
➢ Midterm Exam: 20%
➢ Final Exam: 30%
➢ Class Participation: 10%
➢ Class Attendance 5%

*PhD students will be conducting a project under the supervision of their advisors,
which will comprise of 20% of their grade. All questions regarding this project
should be directed to your respective advisor.

Details for all other components can be found below.

Academic Integrity: Being a good professional not only involves being excellent at certain skills but also being
able to use these skills and conduct oneself in an ethical manner. Read the section on “Academic Honesty
Policy” to learn about some examples of unethical behaviour. Students often engage in unethical behaviour to
succeed, but in doing so they so often make compromises on how much they can grow, among many other
issues. For instance, when you cheat, you are always hurting somebody more deserving both within and
outside your class. Moreover, it creates mistrust among students, between students and faculty, and in the
academic system. Further, lack of integrity among students only sets the stage for a world with mediocre
professionals at a time when we are facing some back-breakingly serious domestic and global challenges.
Unethical behaviour at a time like this should be as unacceptable to you as it is to me.
Therefore, to reinforce ethical conduct among students, you will be evaluated on your academic
integrity, which forms 10% of your grade. If your actions are in line with what constitutes ethical behaviour
(e.g. no cheating in exams or assignments, no plagiarism, no proxy attendance), you will get the full 10%. On
the other hand, if we do find you engaging in unethical behaviour, you will lose points. Specifically, each
instance of violation of ethical behaviour will lead to a deduction of at least 3%, depending on the severity.
Engaging in more serious forms of academic dishonesty can lead to you fail the class. This evaluation
component aims to reward the students who do indeed work in an ethical manner despite the lure to act
otherwise. I hope you will strive to be the best versions of yourselves – that would not only benefit you but
the world around you.

Syllabus Quiz: An important step to doing well in this course is to take charge of your own learning: start by
knowing what is expected in this course. Knowing the syllabus of any course you take is important because it

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helps keep yourself on track; you know what is expected of you, when, and why. Unfortunately, many
students do not read the syllabus. This is an open-paper quiz, which will be administered during class hours
(see schedule). There will be 10 factual questions, and answers can be found in the syllabus.

Midterm and Final Exam: The midterm exam will cover Lectures 1-5. (the t-test lecture will not be included in
the midterms). The final exam will cover Lectures 6-12. The exams will consist of a combination of multiple-
choice questions, short answer, and calculation questions.

Data Analysis Project [Group Project]: Statistical methods, particularly as they are applied in research, are
best learned through practice. You will hand in a short research report (max 1500 words, not including
references, figures, and tables and legends for figures and tables) of a simple set of statistical analyses. The
dataset you will use is the Wave 6 of the World Values Survey. You are not allowed to use the India dataset
(unless you have very strong reasons) as this dataset will be used during the discussion sessions to provide you
with the practice for this assignment.
Data. The data file for this project and other materials will be uploaded on Google Classroom.
Refer to the official questionnaire and the codebook for an explanation about the variables.
Your task. Examine the codebook, official questionnaire, sampling methodology, and finally
the variables in the dataset. Formulate a research question and develop the research hypotheses
based on intuition and/or theory. Make sure these research questions can be answered using
ANOVA, or Multiple Regression. Then analyze the data and see if your hypothesis is confirmed or not.
Report your findings in a results section typical of those in professional journal articles published by
psychological scientists. The intention of this report is not to find statistically significant findings. It is
to practice formulating sound research questions, testing your hypothesis, and communicating what
you found. To help you with this project, TAs will organize a stress-free (ungraded) presentation of
your work.
Group sizes. 3-5 students. Here is the sign-up sheet for you to form groups. Please form your
groups within your DSs.
Report Format. Each group submits ONE group report. It will not exceed 1500 words (not
including references, figures, and tables and legends for tables and figures) and will be formatted in
APA style. Points will be deducted from the total score of this project for overshooting word limit and
not following APA format. A “Basic guide to APA style formatting” is available on google classroom.

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 Grading rubric.
Component (grade) Good reports address these issues

Quality of research question (20%) Develop a clear research question. Explain why the variables you
have chosen are important and/or interesting. Describe how
these variables have been measured. Clearly state your
hypothesis. Support your hypothesis with strong
reasoning/research.

Correctness of statistical analyses Choose the correct analytic technique for the question you are
(20%) asking. Make sure you don’t violate the assumptions behind the
statistical tests.

Clarity of results (20%) Results must be complete.

Graphs often help you communicate your results, please use
them to communicate your findings more easily. Graphs without
error bars and definition of the error bars (SD/SEM/CI) will be
penalized.
Quality of discussion (20%) What are the insights you have gained from the data? What
implications do they have, and for whom?

Collaboration Score (20%) To prevent social loafing, each individual of your group will
submit a confidential assessment of each member’s contribution
(including their own). This will be converted into a composite
collaboration score that assesses if you were: keeping abreast of
group progress; sharing ideas; completing tasks on time;
attending meetings; demonstrating respect for others;
contributing to group discussions. We will send you a Google
Forms link after your project submission to collect your
collaboration scores.

Deadline: April 30th, 23:59 hrs. For every 24 hours or part thereof that you are late, 10% will be
deducted from your project grade.

Note. You will get 0 if you copy any results from the World Values Survey website or any other
source.

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Class Participation: Your participation grade will be based on your participation in online learning checks (5%)
punctuality (3%) and your engagement in class 2%.
To encourage regular engagement with the material outside the class, you are expected to participate
in online learning checks on Google Classroom. Specifically, we will be posting questions every week to help
you apply and practice what was covered in class during that week. You will have a total of 12 learning checks.
Students are expected to complete at least 8 of them throughout the semester. These learning checks are not
being graded for correct answers, but are being used as an indicator of your engagement with the course
material. Questions will be provided on Canvas and you will have one week to complete the learning check.
Please note, these questions will be discussed during your discussion session, so ideally you should complete
learning checks before your discussion sessions.
Your participation grade also depends on your punctuality to classes. To this end TAs will start marking
you late for the class if you are greater than 5 minutes late to class. If you are more than 10 minutes late to
class, you will lose all 3 points. Because this is a large class, I will often use breakout room feature and engage
students in discussion. Please note if I find the student is completely unresponsive, I might ask a TA to take
your class participation grade for the day. If you have internet issues, contact the TA/TFs so that they know.
I notice the quality of interaction from students. If you are especially good, I will award you 1-2 points, which
will be updated in the sheet.

Class Attendance: I expect students to attend all lecture and discussion sessions. The following rules will apply
for absences:
● Missing 3 classes: Excused
● Missing 4 classes: -2.5 from class attendance score
● Missing 5 classes: -5 from class attendance score.
● Missing 7 classes: One grade cut on the final grade for the course (B to C etc.)
● Missing >7 classes: A ‘Fail’ grade for the course

GRADING
There are two families of grading scheme: absolute grading scheme (AGS) and relative grading scheme
(RGS). Simply put, absolute grading defines letter grades based on predefined cut-offs scores, whereas relative
grading defines letter grades based on a student’s rank-ordered scores vis-à-vis other students. I am taking a
poll to see what kind of grading system you prefer for your final grade (Link Here); poll will close on February
15, 2020. The option that gets the most votes will be used for generating final grades.

Option 1, Absolute Grading Scheme: I will use the rubric below

Percent
Total percentage Letter Grade
90 – 100 A
85 – 89 A-
80 – 84 B+
75 – 79 B
70 – 74 B-
65 – 69 C+

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 60 – 64 C
55 – 59 C-
50 – 54 D+
45 – 49 D

D-
40 – 44
< 40 F

Option 2, Relative Grading Scheme: I will use the relative grading scheme, specifically relative cluster grading.
This means I rank order scores and look for "precipitous" drops. These drops form my cut-off scores.
Technically A and A- signal categorical differences, but under an absolute grading system, this categorical
system is artificially created — a difference of 0.1 points can mean the difference between A and A-. With a
relative cluster grading, the categorical differences between letter grades are naturally reflected in the data as
the "precipitous drops".

Because relative cluster grading is a data-driven technique, there is no fixed rule of how large a cluster can be,
or how many grade bins there must be. Occasionally, I might skip a grade bin if the deviation between two
adjacent clusters is too large. Here is a real example from SRM I (2015):
Raw score RGS (cluster) AGS

57.98 D+ D+
58.26 D+ D+
58.36 D+ D+
62.25 C C-
63.12 C+ C-
65.44 B- C+
69.73 B C+
72.26 B B-
72.56 B+ B-
73.10 B+ B-
73.65 B+ B-
73.70 B+ B-
74.18 B+ B-
77.02 A- B

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 77.63 A- B
80.53 A- B+
84.98 A B+
85.04 A A-
87.57 A A-
95.13 A A

FAQs about Grading Schemes: To help you decide between the two grading schemes, given below are some
frequently asked questions.

Q: What are some advantages of relative cluster grading?

A: RGS offers some protection such that regardless of the course’s difficulty, there will be A’s. Also, RGS fosters
cooperative learning: If all scores fall into a tight cluster, all will get the same score. TEAM work: Together
Everyone Achieves More.

Q: Are there situations where AGS is better over RGS suited?

A: Yes, when there are clearly right and wrong answers (e.g., MCQs, fill-in-the-blanks).

Q: Doesn't a relative grading system induce cut-throat competition?

A: This is true only if relative grading is inflexible e.g., there must be 10% A’s, 30% B’s, 30% C’s, etc. This is
sometimes known as “curving”. I do not use curving.

Q: Isn’t it impossible for everyone to get an A under relative grading?

A: If the distribution follows a uniform distribution, everyone gets an A. If the distribution follows a nearly
uniform distribution, everyone likely gets an A. The questions you need to ask are: What is the distribution?
How will anyone know the distribution before seeing the data?

Q: Does absolute grading create certainty whereas relative grading creates uncertainties?
A: Absolute grading does create certainty if and only if the predefined score is attainable (e.g., MCQs); relative
grading creates uncertainties; that is true because you are unlikely to know how well others are doing. How do
you manage uncertainty? Do your best, don’t compare.

Q: Isn’t relative grading statistically illogical in small samples?

A: RGS ≠ grading using normal distribution. RGS is a family of techniques, some of which (e.g., cluster grading)
do not rely on assumptions of normality.

Q: Aren’t RGS’ cut-off points arbitrary?

A: This argument applies to both RGS and AGS.

Q: Is AGS bad, whereas RGS is superior?

A: Each has its advantages and disadvantages. Neither is superior over the other. It depends on the subject,
the instructor’s education philosophy, and the instructor’s understanding of statistical distribution.

Relative Cluster Grading

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o Be aware that this is not grading on a curve. Neither this is relative grading or absolute grading

o A class grade curve is constructed. If the clusters are well separate, then the boundaries are easier to
determine

▪ The Top score need not be an A automatically, A is outstanding- in the pool of all students at your
level (undergraduate or graduate), is your performance in the course able to stand apart from the
peer group? That will qualify you for an A, rather than a top score.

▪ Where the letter grades start for the class grade curve will be determined by the professor, based
on her understanding of the performance of the class overall

▪ The instructor determines the grade boundaries based on multiple factors. If the scores only show
a difference in 0.5 or less, the instructor might consider performance and engagement in class, a
particularly well written assignment or exam, or practicum associated with the course. Once a
grade boundary is determined on the score curve however, anyone below or above it will be fall
into the respective categories.

o Smaller classes and bigger classes tend to have very differently shaped grade curves

o Your weighted scores from each section above will be summated to generate a final score out of 100

o A class grade curve will be constructed and you will be finally graded based on relative cluster grading.

o Sample Grade Curve from a previous class

o Please remember, A- Outstanding, B- Very Good, C- Adequate, D- Less than Adequate and F-Fail. No
student is entitled to an A just by turning up for the class. Your work truly needs to stand out among
your peers to get an A. There is no point cut off for any grade- the class curve will determine how
good or bad you have done in comparison to your peers and that gets you your final letter grade. Find
the updated Ashoka University Grading system here.
https://lms.ashoka.edu.in/Contents/Masters/OrientationMaterial_View.aspx. This is quoted from the
grading policy document from the Ashoka University Grading policy Document:

▪ A, A– Excellent quality and full mastery of the subject. A grade of A means extraordinary
distinction.

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 ▪ B+, B, B– Good comprehension of the course material, a good command of the skills needed to
work with the course material, and the student’s full engagement with the course requirements
and activities.

▪ C+, C, C– Adequate comprehension of the course material and the skills needed to work with the
course material. Indicates the student has met the basic requirements for completing assigned
work and participating in class activities.

▪ D+, D, D– Barely satisfactory work indicating minimal command of the course materials and
minimal participation in class activities.

▪ F unsatisfactory and unworthy of course credit towards the degree.

o Grades can be moderated by the instructor based on her assessment of student performance, which
cannot be measured simply by scores.

o Grade appeals are not allowed carte blanche. The exams will be in MCQ or short answer format, so
their grades cannot be appealed except in case of a miscalculation of scores or structural mistakes in
questions.
For the projects if the entire group has consensus that the assigned scores need a re-evaluation, they
must bring it to the notice of the instructor in writing as a grade appeal. There is no guarantee that
your scores will increase. They might remain same or even reduce after re-evaluation. If you would
like to request a re-evaluation of your work, please submit a 1-2 paragraph appeal over email. In the
email, be specific as to which aspect you believe should be re-evaluated and justify the request.
Appeals must be submitted to the instructor by email no later than one week after graded papers are
returned

Course policies

• Social Media Policy:

o This course requires participation in online activities so having laptops and phones are required, but
spending time on browsing the internet on those gadgets if detected by the TA or the instructor will
lead to your dismissal from the class

o People have negative feelings about courses and instructors. It is common and no one denies that
happens. Student feedback, anonymous and named, are welcome. However, it is unprofessional to
rant on social media about your grievances, and it doesn’t help anyone. This is an earnest and humble
request to approach the TF/TA and the instructor about any issues you are having with the course
before you take matters to social media.

o I am VERY open to student feedback/criticism at any time. Shoot me an email and setup a time to
come see me about anything that is bothering you about the course.

• Missed Exam policy:

o If you miss the exam as a no show, you will lose the entire exam grade. NO REXAMINATIONS ARE
ALLOWED.

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 o Emergencies will be determined by the instructor on a case by case basis. Serious illness of the
student, or in the student’s immediate family (with medical certificate from a doctor or a mental
health practitioner), Or officially representing Ashoka in an outstation event or competition are some
grounds for taking the examination remotely.

o Traveling for family marriages, vacations, unfortunately will not be entertained as an excuse for a
remote examination. Please plan your travels accordingly.

• Hold yourself responsible for your work, and carry yourself in a professional manner

• The instructor is generally very approachable and has an open-door office policy, however, it is always better
to email and setup a meeting ahead of time

• If you have a chronic illness, have a disability or a learning disability or ESOL issues, please let the instructor
know and arrangements made for your condition

• The instructor and the TF/TA will try for maximum flexibility in meeting with students and help them resolve
their issues with the course material, however, here are few things which are off limits

o Asking us to do your work for you: We will guide you on how to write an assignment, we won’t be
writing it for you

o Plan reading and writing ahead of time. I will provide tentative timelines for assignment in class. If you
don’t follow them, please don’t insist to meet with me or the TA/TF to discuss your doubts one day
before submission

o Making unjust demands on the TF/ TAs’ time before examinations will not be allowed. They all have
their own courses and research. They also need adequate time to sleep, eat and relax. Please grant all
of them that courtesy

o Lack of planning on your part does not constitute an emergency on my part

OTHER ISSUES
Students with Disabilities: If you have any disability that may impair your ability, I encourage you to come and
talk to me in person during my office hours and explain to me how the disability affects your learning so that
we can figure out together how to optimize your experience in this course.
However, any serious mental or physical illness, leading to extended or repeated absences (more than 3) will
be dealt with separately. If you want academic adjustments be made for you such as alternative assignments
or late submission etc., please route your request through both OAA and OLS, and have them send me
confirmations and recommendations. I will work with the OAA and OLS as well as you. Simply showing
prescriptions, with medications, psychotropic or otherwise cannot be used to obtain accommodation in
academic work or absences, or to request an incomplete at all. Also, such adjustments do not guarantee that
you pass the course. If we agree upon alternate assignments and timelines, I will expect you to keep up with
them. If I judge that you have not mustered the minimum level of competence for passing the class, you will
still be given a fail grade.

Academic Honesty Policy: Cheating on exams and plagiarism will not be tolerated. Giving proxy attendance
for your friends is unacceptable. Collaboration should be limited only to the group project. While I encourage

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students to use external sources to substantiate their arguments, these sources must be cited properly.
Sometimes the best way to express an idea is using the author’s own words. In that case, any quotations used
should be enclosed within quotation marks and the author should be credited properly. Lack of understanding
is not an acceptable excuse for any violation of these guidelines. If you have any questions or doubts about
what constitutes academic dishonesty, please discuss it with the professor.

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