Research Methods, Design and Techniques
Code: 102566 ECTS Credits: 9| Degree | Type | Year | Semester |
|---|---|---|---|
| 2502443 Psychology | FB | 1 | 2 |
Contact
- Name:
- Rosario Granero Pérez
- Email:
- Roser.Granero@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Jordi Fauquet Ars
- Albert Fornieles Deu
- Mariona Portell Vidal
- Rosario Granero Pérez
- Jaume Vives Brosa
- Diego Redolar Ripoll
- Sonia Lorente Sanchez
Prerequisites
There is no prerequisite regarding mathematical content, except for the basics of data analysis already included in the different syllabuses of the University Access Course and/or Secondary Education. Basic computer skills are essential.
Objectives and Contextualisation
Methods, Designs and Research Techniques is the first methodological subject of the Psychology syllabus, and it belongs to the area of Statistics. It is scheduled for the second semester of the first year of the syllabus, in order to facilitate transfer of the methodological competences to the other subjects. Likewise, it should provide the essential basis for correctly applying the content of the remaining methodological subjects.
The main objectives of the subject are to do the following.
- Enable students to understand the logic of psychological research and the basic elements underlying the validity of a scientific study.
- Introduce students to literature searching and to the critical reading of research articles, assessing the suitability of different methods, designs and techniques to the characteristics of the research problems.
- Introduce and present the ideas and fundamental concepts of data analysis, with specific examples, both from research and from applied psychology.
It is expected that at the end of the course the student will be able to do the following.
- Understand the assumptions on which the logic of scientific research is based.
- Know the ethical principles of psychological research.
- Identify the elements and phases involved in carrying out scientific research.
- Differentiate between the methodological perspectives used in psychological research.
- Know the characteristics of the designs commonly used in Psychology.
- Evaluate the research process through the quality criteria developed within each tradition (reliability, validity, triangulation, relevance, etc.).
- Apply basic procedures related to literature searching and organize and systematize the scientific sources reviewed.
- Distinguish the level of measurement for the data obtained and analyzed, as an indispensable requirement for properly selecting the appropriate graphical procedures and the statisticalindices/methods.
- Manage descriptive statistical indices in order to summarize the data and correctly interpret the results obtained.
- Know the basic methodological vocabulary in Catalan, Spanish and English languages.
- Know the standards of publication of research works of the American Psychological Association and the British Psychological Society.
- Know the basic elements of the management of statistical analysis programs.
Competences
- Demonstrate a critical approach using constructive scepticism, creativity and an orientative attitude to research in professional activities.
- Distinguish between the design of research, procedures and techniques to evaluate hypotheses, contrast them and interpret the results.
- Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
- Recognise the epistemological foundations of the different research methods in psychology, their functions, characteristics and limitations.
- Take decisions in a critical manner about the different research methods in psychology, their application and the interpretation of the results deriving from them.
- Use different ICTs for different purposes.
Learning Outcomes
- Assess, contrast and make decisions about choosing the most appropriate methods and techniques in each research context.
- Classify applied studies based on the research methods and techniques used to obtain evidence.
- Critically evaluate and reflect on features, advantages and limitations of the research methods used in the field of psychology.
- Decide which research methods are more appropriate to respond to a research hypothesis formulated in different applied fields of psychology.
- Describe how the scientific method for obtaining and accumulating evidence in the different fields of application of applied psychology.
- Develop proposals on the implementation of data collection techniques to study the behaviour of individuals, groups or organizations.
- Draw reasoned conclusions on the advantages and limitations of different methodological approaches to address problems of applied psychology.
- Formulate and plan the contrast of hypotheses about the demands and needs of recipients and research.
- Identify research designs used for hypothesis testing applied in various fields of discipline.
- Identify the characteristics of the main techniques of descriptive statistics.
- Identify the specific characteristics of the different directions in psychological research.
- Interpret the content and scope of a claim of scientific evidence and the best type of study to be analysed to respond.
- Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
- Make a critical and reflexive analysis of the scientific literature and place it within an epistemological framework.
- Make adequate use of document search tools.
- Make reasoned proposals on methods of acquiring new evidence in psychology.
- Produce proper reasoning within the framework of statistical thinking.
- Properly identify key components involved and participate in the process of scientific research.
- Properly interpret the results derived from the implementation of various strategies descriptive analysis and obtain epidemiological indices.
- Solve practical problems that use strategies of the scientific method in the search for evidence in psychology.
- Use different ICTs for different purposes.
Content
The subject is organized into three blocks:
Block A. Methodological foundations and introduction to research designs
A1. Principles of research methodology
A2. Experiments and quasi-experiments
A3. Single-case designs
A4. Ex post facto designs
A5. Survey methodology
A6. Observational methodology
A7. Qualitative methodology and mixed methods
Block B. Documentation and literature search
B1. Literature search: PsycINFO, Medline and ISI-WoK (Wozs and JCR)
B2. Reference management with Mendeley
Block C. Data analysis: descriptive statistics
C1. Description of quantitative data
C2. Description of categorical data
C3. Basic concepts of probability and description of screening/diagnostic assessment tools
Methodology
In this course we propose different activities based on active, student-centred learning methodologies. A mixed approach is adopted in which we combine traditional didactic techniques with other resources aimed at encouraging significant learning.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Practice season in group 1/2 | 18 | 0.72 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 21, 3, 1 |
| Practice season in small group (1/4) | 4 | 0.16 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 21, 3, 1 |
| Theoretical season in group 1/1 | 55.5 | 2.22 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 13, 17, 20, 15, 3, 1 |
| Type: Supervised | |||
| Face-to-face tutorials | 5 | 0.2 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
| Review of integrated problems | 4 | 0.16 | 21 |
| Type: Autonomous | |||
| Application of statistical descriptive procedures and interpretation of the results of data analysis systems | 12 | 0.48 | 5, 4, 7, 6, 16, 10, 19, 20, 3, 1 |
| Critical reading activities | 30 | 1.2 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
| Execution of tutorials for documentation | 26 | 1.04 | 5, 4, 16, 8, 18, 9, 12, 13, 17, 20, 15, 21, 3 |
| Reading of documents for practical seasons | 30 | 1.2 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
| Study and creation (individual or groups) of summaries, schemes and conceptual maps | 37.5 | 1.5 | 5, 4, 6, 16, 8, 18, 9, 10, 19, 12, 17, 20, 15, 3, 1 |
Assessment
The evaluation process is based on the active student-centred learning model, through a flexible continuous evaluation system that helps students to achieve maximum performance. Three activity types are available, with types 2 and 3 allowing combinations in different assessment itineraries. The evidence of learning is distributed as follows.
Activity Type 1: written, individual, theoretical-practical examinations.
These examinations are mandatory and they include the following.
- Evidence 1 (EE1). First assessment period
It counts for up to 4 of the 10 marks available overall.
It evaluates the contents of the first part of Block A (A1-A4) and Block B.
- Evidence 2 (EE2). Second assessment period
It is divided into two individual parts/tests:
- EE2a evaluates the contents of Block C, and counts for up to 3 of the 10 marks available overall.
- EE2b evaluates the contents of the second part of Block A (A5-A7) and counts for up to 1 of the 10 marks available overall.
Exceptionally, students who do not attend one of these examinations (EE1 or EE2) due to compelling circumstances may be allowed to provide the missing evidence during the reassessment week. They must provide documentary proof of the circumstances that justify their absence, and the decision on whether they are allowed to resit the examination will be taken by the teaching team.
Activity Type 2: virtual practical exercises.
These are optional activities which include the following evidences.
- Evidence 3 (EE3). It corresponds to the contents of Block A.
It counts for up to 1 of the 10 marks available overall.
- Evidence 4 (EE4). It evaluates the contents of Block C.
It counts for up to 1 of the 10 marks available overall.
Activity Type 3: face-to-face classroom participation.
This is an optional activity and includes the following evidence.
- Evidence 5 (EE5). The quality of the students’ participation during the practical sessions of Block A counts for up to 1 of the 10 marks available overall.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Evidence 1. Written examination | 40% | 1.25 | 0.05 | 14, 2, 5, 4, 7, 6, 16, 18, 9, 11, 12, 13, 17, 20, 15, 21, 3, 1 |
| Evidence 2a. Written examination. | 30% | 1.5 | 0.06 | 5, 16, 8, 9, 10, 19, 17, 20, 3 |
| Evidence 2b. Written examination. | 10% | 0.25 | 0.01 | 14, 2, 5, 4, 7, 6, 16, 8, 18, 9, 10, 11, 19, 12, 13, 17, 20, 15, 21, 3, 1 |
| Evidence 3. Practical exercices for research designs | 10% | 0 | 0 | 5, 4, 6, 16, 8, 18, 9, 12, 13, 20, 15, 21, 3, 1 |
| Evidence 4. Practical exercices for management and data analysis | 10% | 0 | 0 | 8, 18, 10, 19, 17, 20, 1 |
| Evidence 5. Face-to-face classroom participation | 10% | 0 | 0 | 5, 4, 6, 16, 18, 20, 15, 3, 1 |
Bibliography
Babbie, E. (2000). Fundamentos de la investigación social. México: Thomson.
Delgado, A.R. & Prieto, G. (1997). Introducción a los métodos de investigación de la psicología. Madrid: Pirámide.
Gambara, H. (2002). Métodos de investigación en Psicología y Educación. Cuaderno de prácticas (3ª Ed.). Madrid: McGraw Hill.
León, O. & Montero, I. (2015). Métodos de investigación en psicología y educación: las tradiciones cuantitativa y cualitativa (4ª ed.). Madrid: McGrawHill.
Losilla, J.M. & Vives, J. (2007). L'ordinador en Psicologia. Barcelona: Universitat Autònoma de Barcelona. Servei de Publicacions
Moreno, R., Martínez, R.J. & Chacón, S. (2000). Fundamentos metodológicos en psicología y ciencias afines. Madrid: Pirámide.
Portell, M. & Vives, J. (2014). Introducció als dissenys experimentals, quasiexperimentals i «ex post facto». Bellaterra: Universitat Autònoma de Barcelona.
Sahughnessy, J.J, Zechmeister, E.B & ZechMesiter, J.S. (2007). Métodos de investigación en Psicología (7ª Ed.). Madrid: McGraw Hill.
Solanas, A., Salafranca, L., Fauquet, J. & Núñez, M.I. (2005). Estadística descriptiva en Ciencias del Comportamiento. Madrid: Thomson.