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PSYC12-200: Statistics and Data Analysis 2 May 2021 [Standard]

General information

This subject builds upon the concepts of central tendency and variance covered in the introductory statistics subject. This subject explores how these concepts can be used to help us make statistical decisions using; i) One-way ANOVA, ii) Post-hoc tests iii) Factorial ANOVA and iv) correlational techniques. The principal goals of the subject this semester are to understand the nature of statistical inference (lectures), and to achieve competence in calculating statistics both by hand and using SPSS (labs). Exercises are placed in the context of research problems in Psychology. This subject provides students with intermediate level skills and knowledge in the research methods and data analytic techniques employed by psychologists.


Academic unit:Faculty of Society & Design
Subject code:PSYC12-200
Subject title:Statistics and Data Analysis 2
Subject level:Undergraduate
Semester/Year:May 2021
Credit points:10

Delivery & attendance

Delivery mode:


Workload items:
  • Computer Lab: x12 (Total hours: 12) - Laboratory
  • Lecture: x12 (Total hours: 24) - Weekly Lecture
  • Personal Study Hours: x12 (Total hours: 84) - No Description
Attendance and learning activities: Attendance is compulsory for lectures and tutorials. Lectures provide students the opportunity to learn the conceptual underpinnings of the general linear model, specifically in relation to the tests of between groups differences. Tutorials provide students the opportunity to learn how to use tests of between groups differences to analyse and interpret data. Tutorials also introduce students to the data analytic software program SPSS.


Prescribed resources:
  • Field, A (2019). Discovering Statistics using IBM SPSS. 5th Edition, SAGE
  • American Psychological Association (2020). Publication Manual of the American Psychological Association, Sixth Edition. [Book] American Psychological Association.
  • Peter Allen, Kellie Bennett, & Brody Heritage (2014). SPSS Statistics Version 22: A Practical Guide (3rd Edition). [Book] Cengage Learning EMEA.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.
[email protected] & Email:[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.

To access these services, log on to the Student Portal from the Bond University website as

Enrolment requirements

Requisites: ?


Assumed knowledge:

Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.

All Psychology programs are accredited in the sequence presented and designed to provide students with learning and graduate outcomes in line with APAC accrediation standards. In order to meet these outcomes, students in the Undergraduate program should complete PSYC11, then PSYC12, and finally PSYC13 subjects in the order sequenced.

Restrictions: ?


Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

Find your program

Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:
  1. Understand, apply and evaluate the basic research methods in psychology, including research design, data analysis and interpretation and the appropriate use of technologies.
  2. Apply knowledge and skills of Psychology in a manner that is reflexive, to research methods and statistics.
  3. Demonstrate an understanding of appropriate values and ethics in Psychology.
  4. Demonstrate self-directed pursuit of scholarly inquiry in Psychology.


Assessment details

TypeTask%Timing*Outcomes assessed
*Class Participation Participation in class activities and tutorials. 5% Ongoing 1.
Analysis This assignment assesses students' conceptual understanding of complex factorial designs, as well as their ability to analyse, interpret and write-up SPSS output. The assignment will be released to students on week 9. 35% Week 11 1, 2, 3, 4.
Take-home Examination Final exam. The exam will include a mixture of multiple choice questions and short answers. The exam will include the content covered during the entire trimester. The assessment will be released to students on week 12. 30% Week 13 1, 2, 4.
Take-home Examination The exam will include a mixture of multiple choice questions and short answers. The exam will include the content covered during the first six weeks of class. The assessment will be released to students on week 6. 30% Week 7 (Mid-Semester Examination Period) 1, 2, 4.
  • * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
  • C = Students must reach a level of competency to successfully complete this assessment.

Assessment criteria

High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.
Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.
Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.
Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment.
Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.

Quality assurance

For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.

Study information

Submission procedures

Students must check the [email protected] subject site for detailed assessment information and submission procedures.

Policy on late submission and extensions

A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.

Policy on plagiarism

University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.

Bond University utilises Originality Reporting software to inform academic integrity.

Feedback on assessment

Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.

Accessibility and Inclusion Support

If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.

Subject curriculum

This lecture is revision of the statistical tests covered in PSYC11-105.


This lecture introduces a more advanced level of statistical analysis that assesses between group differences.


This lecture is an extension of the material covered in Week 3, covering the one-way ANOVA with repeated measures.


This lecture introduces students to the follow-up analyses that are typically conducted whenassessing for between-groups differences with one-way ANOVA. This lecture focuses on the a priori comparisions


This lecture also focuses on the follow-up analyses that are typically conducted when assessing for between-groups differences with one-way ANOVA. The lecturer focuses on post hoc comparisions.


This lecture introduces students to higher order analysis of variance: factorial between groups ANOVA. The focus of this lecture is on the overall effects of independent variables (main effects).


This lecture extends upon the previous week's content (I.e., higher order analyses of variance: factorial between groups ANOVA). The focus of this lecture is on the interactive effects of independent variables (interactions).


This lecture introduces students to mixed factorial designs e.g., designs that include more than two IVs


This lecture introduces students to mixed factorial designs e.g., split plot designs (I.e., designs that include both between groups and within groups variables).


This lecture covers tests that are the non-parametric equivalent to those covered in previous PSYC12-200 lectures

Approved on: Mar 12, 2021. Edition: 6.1
Last updated: May 4, 2021.