Developing Scientific Literacy and Research Skills in an Online Psychology Class

Abstract

Students at community colleges have few opportunities for an undergraduate research experience. Compared to students who start at four-year institutions, two-year students are less likely to take a class where peer-reviewed articles are incorporated into the curriculum. As a result, these students often transfer into universities with a limited understanding of scientific literacy and research methodology. This study examined whether embedding peer-reviewed research articles and scaffolded assignments into an online General Psychology course at a large, diverse community college would improve students’ research skills and, by extension, their broader scientific literacy. Specifically, the study asked: Do students who participate in an embedded undergraduate research experience demonstrate measurable gains in their ability to interpret, evaluate, and use peer-reviewed research articles? The intervention consisted of four research-based lab reports and a guided instructional module, “How to Read a Research Article,” designed to help students develop the skills necessary to analyze scholarly sources. Results showed significant gains in students’ ability to interpret psychological research, particularly among students who began the course with lower baseline skills. Findings highlight the value of embedding course-based research opportunities into online community college classes to promote equity, access, and early development of scientific literacy.