Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | FB | 2 | 1 |
The student is assumed to have knowledge about the basic concepts of research methods that are taught in the subject Introduction to scientific methodology and psychological processes.
The student is not assumed to have special knowledge of mathematics except to know the basic notions of data analysis taught in the Access to University Course and/or in secondary education in the different curricula. However, it is essential to have basic user computer knowledge
At the end of the course the student will be able to:
1. Principles of research methodology
Quantitative and qualitative methods, designs, and techniques in speech therapy research
Evidence-based practice
2. Experimental designs
Unifactorial between-subject vs. within-subject experimental designs
Factorial experimental designs
3. Quasi-experimental designs
Experiment vs. Quasiexperiment
Pre-experimental and quasi-experimental designs
4. Single case designs
5. Ex post facto" designs
6. Survey designs
7. Observational method
8. Qualitative and mixed methods
9. Data processing
Structure of a data matrix
Reading and defining variable properties
Creation of variables
Case selection
10. Data analysis
Univariate statistical description
Bivariate statistical description
On this course we propose different activities based on active learning methodologies focused on the student. In this way a "hybrid" approach is outlined in which we combine traditional didactic techniques with other resources aimed at encouraging meaningful learning.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Class lessons 1/1 group | 34.5 | 1.38 | 1, 15, 5, 6, 7, 8, 16, 9, 13, 10, 11, 14, 19, 17, 18, 2, 20, 12, 4, 3 |
Class lessons 1/4 group | 10 | 0.4 | 1, 15, 5, 6, 7, 8, 16, 9, 13, 10, 11, 14, 19, 17, 18, 2, 20, 12, 4, 3 |
Type: Supervised | |||
Review of integrated problems | 5 | 0.2 | 1, 15, 5, 6, 7, 8, 16, 9, 13, 10, 11, 14, 19, 17, 18, 2, 20, 12, 4, 3 |
Tutorship | 5 | 0.2 | |
Type: Autonomous | |||
Abstracts, diagrams and conceptual maps | 11.5 | 0.46 | 5, 6, 7, 8, 16, 9, 13, 11, 19, 18, 2, 20, 4, 3 |
Assessment. Critical reading | 3 | 0.12 | 1, 5, 6, 7, 8, 16, 9, 13, 10, 11, 14, 19, 17, 20, 4, 3 |
Comprehensive and critical reading of materials | 36 | 1.44 | 1, 15, 5, 6, 7, 8, 16, 9, 13, 10, 11, 14, 19, 17, 2, 20, 12, 4, 3 |
Tutorial-based training in software: data process and analysis | 30 | 1.2 | 15, 5, 6, 16, 9, 13, 11, 14, 19, 18, 2, 20, 12 |
Virtual tutorials with teachers and peers | 12 | 0.48 |
Evidences
Type 1
• Assessment 1 (Ev1).
• Assessment 2 (Ev2).
Exceptionally, students who do not attend one of these evidences (Ev1 or Ev2) 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 reset the examination will be taken by the teaching team.
Block 2
• Assessment 3 (Ev3). This activity is designed to set the pace of work, to reward continuous work, to consolidate concepts in a practical way and to answer questions that arise before taking Ev1.
* No unique final synthesis test for students who enrole for the second time or more is anticipated.
Definition of evaluable student
A student is considered evaluable when he/she has submitted evidence of learning with a weight equal to or greater than 4 points.
Definition of passing grade
A student has passed the course when he/she meets the following two conditions:
a) He/she has obtained a minimum score of 5 points.
b) In each of the type 1 evidence (Ev1, Ev2) he/she has obtained a minimum score of 3 points out of 10. In case of not reaching these requirements, the maximum score to be recorded on the student’s academic transcript ("actas") will be 4.9 points.
Reassessment
On the date set by the Faculty, the type 1 evidences will be reassessed, by means of a theoretical-practical test of individual authorship. The following two conditions must be met for students to be eligible for reassessment:
a) Not reaching the criteria established to pass the subject, but achieving a final grade of at least 3.5 points
b) Have submitted evidence with a weight equal to or greater than 2/3 of the total grade.
The grade of the evidence reassessed will be Pass if the score is greater than or equal to 5 points, or Fail if not.
*In this link you can check the evaluation guidelines of the Faculty of Psychology:
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.htm
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evidencia 1 (Assessment 1). Written individual in-person test. Contents: Foundations of Research methods. First assessment period. | 5 points | 1.5 | 0.06 | 1, 5, 6, 7, 8, 16, 9, 13, 10, 11, 14, 17, 18, 20, 4 |
Evidencia 2 (Assessment 2). Individual written virtual test. Contents: Data processing and analysis. Second assesment period. | 5 points | 1.5 | 0.06 | 1, 15, 5, 16, 13, 10, 11, 14, 18, 2, 20, 12 |
Evidencia 3 (Assessment 3). Practical exercise. Individual, written, virtual. Near the first assessment period. | 0,5 points | 0 | 0 | 5, 7, 8, 16, 9, 13, 19, 20, 3 |
Basic bibliography:
Portell, M., & Vives, J. (2019). Investigación en psicología y logopedia: introducción a los diseños experimentales, cuasi-experimentales y ex post facto. Servei de publicacions. Universitat Autònoma de Barcelona.
Losilla, J.M. & Vives, J. (2020). Proceso y análisisde datos con Jamoνi. Universitat Autònoma de Barcelona.
Complementary bibliography:
Babbie, E. (2000). México: Thomson. Fundamentos de la investigación social. Thomson.
Gambara, H. (2002). (3ª Ed.).Métodos de investigación en Psicología y Educación. Cuaderno de prácticas. McGraw Hill.
Hernández, R. y Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.
León, O. y Montero, I. (2015). (4ª ed.). Madrid:Métodos de investigación en Psicología y Educación. McGrawHill.
Moreno, R., Martínez, R.J. y Chacón, S. (2000). Fundamentos metodológicos en psicología y ciencias afines. Pirámide.
Shaughnessy, J.J, Zechmeister, E.B i ZechMesiter, J.S (2007). Métodos de investigación en Psicología (7a Ed.). McGraw Hill
Solanas, A., Salafranca, L., Fauquet, J. y Núñez, M.I. (2005). Estadística descriptiva en Ciencias del Comportamiento. Thomson
Data analysis block: Jamovi