Methodological Resources for Developing the Bachelor’s Degree Final Project
Code: 104141 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Logopedia | OP | 4 |
Contact
- Name:
- Jose Maria Losilla Vidal
- Email:
- josepmaria.losilla@uab.cat
Teachers
- Eduardo Doval Diéguez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
There are no specific prerequisites.
Objectives and Contextualisation
The general objective of this course is to offer students the necessary skills to carry out in a methodologically correct way Bachelor's degree final project aimed at the scientific production in the field of communication and language.
To achieve this general objective, the student must be able to:
- Understand the structure and methodological contents of prototypical research papers published in the field of communication and language.
- Learn to write scientific reports based on the prototypical patterns that are provided.
Learning Outcomes
- CM28 (Competence) Plan proposals on methods of acquiring new evidence in Speech Therapy to respond to a need.
- KM68 (Knowledge) Explain the advantages and limitations of applying the scientific method to obtain and accumulate evidence in Speech Therapy.
- KM69 (Knowledge) Correctly identify the fundamental components that intervene and participate in the scientific research process.
- SM51 (Skill) Using cases, judge the scientific literature, placing it within an epistemological framework.
- SM52 (Skill) Use strategies to enable communication with patients with certain limitations.
- SM53 (Skill) Justify the usefulness of different theoretical models on language pathologies, and of the methods and tools derived from each of them.
- SM54 (Skill) Infer the content and scope of a demand and the need for scientific evidence and the most suitable type of study to address it.
Content
The course reviews the fundamental methodological aspects of the three main types of Bachelor's degree final project aimed at scientific production:
- Revision works: systematic reviews with narrative and basic metanalytic results analysis.
- Empirical works that involve data collection and statistical analysis: experimental, quasi-experimental, single-case or observational (survey, ex-post facto or systematic observation).
- Creation or adaptation of tests and questionnaires.
All the contents are presented through prototype published searches and standardized reporting structures.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Directed: Presentations and activities in the classroom | 36 | 1.44 | KM68, SM51, SM53, SM54, KM68 |
| Type: Supervised | |||
| Supervised: Tutoring | 7.5 | 0.3 | KM69, SM51, SM53, SM54, KM69 |
| Type: Autonomous | |||
| Autonomous: Reading texts and articles, conceptual abstracts, preparation and completion of work and personal study. | 100.5 | 4.02 | CM28, KM68, KM69, SM52, CM28 |
Traditional didactic techniques are combined with other resources aimed at encouraging meaningful learning (e.g., oral presentations, cooperative work, debate).
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Ev1. (First assessment period). Written individual or couple work delivered through Moodle. Contents: Scientific documentation and systematic reviews | 2,5 points | 2 | 0.08 | CM28, KM69, SM51, SM53 |
| Ev2. (First assessment period). Written individual classroom test. Contents: Data analysis | 4,0 points | 2 | 0.08 | KM68, KM69, SM52, SM54 |
| Ev3. (Second assessment period). Written individual classroom test. Contents: Creation and adaptation of tests and questionnaires | 3,5 points | 2 | 0.08 | KM68, KM69, SM52, SM54 |
In this course the assessment is intended to fulfill a pedagogical function and not just accreditation, and all the evidences are programmed so that they can achieve the corresponding formative return.
Below are the learning evidences that the student will have to contribute, both in the case of continuous assessment (CA) and single assessment (SA) their type and their weight in the final qualification:
- Evidence 1 (Ev1; CA: 1st assessment period; SA: 2nd assessment period). Written individual or couple work delivered through Moodle. Contents: Scientific documentation and systematic reviews. Up to 2,5 points.
- Evidence 2 (Ev2; CA: 1st assessment period; SA: 2nd assessment period). Written individual classroom test. Duration: 2h. Contents: Data analysis. Up to 4,0 points.
- Evidence 3 (Ev3; CA & SA: 2nd assessment period). Written individual classroom test. Duration: 2h. Contents: Creation and adaptation of tests and questionnaires. Up to 3,5 points.
In the case of the SA, the learning evidences will be carried out on the same day and in the same place as the evidence of the 2nd assessment period and with the same duration; Ev3 will be carried out first and then Ev2; the Ev1 will also be delivered on the same day.
Feedback of learning evidence results:
| Feedback type | Evidences | Week |
| Written | Ev1 | 3 |
| Digital tool | Ev2 / Ev3 | 9 / 20 |
| In the classroom | Ev1 / Ev2 | 3 / 9 |
| Tutorial | Ev3 | 20 |
Use of Artificial Intelligence (AI): In this course, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of the development of the work, provided that the final result reflects a significant contribution of the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater sanctions in serious cases.
Assessable students (CA & SA): when they have presented learning evidences with a weight greater than or equal to 4,0 points; otherwise it will appear in final grade sheets as "Not Asessable (NA)".
Course passed (CA & SA): when they have obtained a minimum score of 5,0 points and all the proposed learning evidences have been assessed.
Resit examination (CA & SA):for those students that have not achieved the established criteria to pass the course and have obtained a minimum total score of 3,5 points. Students who have followed the CA must have previously been assessed on a set of activities whose weight equals to a minimum of two thirds of the total score of the course. All learning evidences are retrievable. The same recovery system will be applied for the SA as for the CA.
Review of the final grade: the CA and the SA follow the same procedure.
The SA is requested electronically (e-form) in the specific period (more information on the Faculty website).
No unique final synthesis test for students who enrole for the second time or more is anticipated.
The delivery of the translation of the assessment tests will be carried out if the requirements established in article 263 are met and your request is made in week 4 electronically (e-form) (more information on the Faculty website).
Link to the Faculty's evaluation guidelines: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
Basic bibliography
Students will have access through moodle to the documents in pdf format that constitute the basic bibliography and reference manuals of the course.
Complementary bibliography
Abad, F., Olea, J., Ponsoda, V. i García, C. (2011). Medición en Ciencias Sociales y de la Salud. Madrid: Síntesis.
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association Publications and Communications Board Working Group on Journal Article Reporting Standards (2008). Reporting standards for research in psychology. Why do we need them? What might they be? American Psychologist, 63(9), 839-851.
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Atkins D.C., Bedics J.D., McGlinchey J.B., & Beauchaine T.P. (2005). Assessing clinical significance: does it matter which method we use? Journal of Consulting and Clinical Psychology, 73(5)5, 982-989. doi: 10.1037/0022-006X.73.5.982
Babbie, E. (2000). Fundamentos de la investigación social. México: Thomson.
Botella, J. & Sánchez Meca, J. (2015). Meta-análisis en ciencias sociales y de la salud. Madrid: Síntesis.
Botella-Ausina J., Suero-Suñe M., & Ximénez-Gómez C. (2012). Análisis de datos en Psicología I. Madrid: Ediciones Pirámide.
Espelt, A., Viladrich, C., Doval, E., Aliaga, J., García-Rueda, R. i Tárrega, S. (2014). Uso equitativo de tests en ciencias de la salud. Gaceta Sanitaria, 28, 408-410. doi: 10.1016/j.gaceta.2014.05.001
Guardia-Olmos J., Freixa-Blanchart M., Peró-Cebollero M., & Turbany-Oset J. (2010). Análisis de Datos en Psicología (2a Ed). Madrid: Deltapublicaciones.
Higgins, J. P. T., Green, S., & Cochrane Collaboration. (2008). Cochrane handbook for systematic reviews of interventions. Chichester, England; Hoboken, NJ: Wiley-Blackwell.
Higgins, J.P. T. & Green, S. (Eds.) (2011). Cochrane handbook for systematic reviews of interventions Version 5.1.0. The Cochrane Collaboration. Disponible a: www.cochrane-handbook.org. Versió española disponible a: http://www.cochrane.es/?q=es/node/269
Jacobson N, & Truax P. (1991). Clinical significance: a statistical approach to defining meaningful change in psychotherapy research. Journal of Consulting and Clinical Psychology, 59 (1), 12–19. doi:10.1037/0022-006x.59.1.12.
Kazdin A.E. (1999). The meanings and measurement of clinical significance. Journal of Consulting and Clinical Psychology, 67(3), 332-339.
León, O. y Montero, I. (2003). Métodos de investigación en Psicología y Educación (3ª ed.). Madrid: McGrawHill.
Martínez Arias, M.R., Hernández, M.J. i Hernández, M.V. (2006). Psicometría. Madrid: Alianza Editorial.
Martínez-Arias R, Castellanos-López MA, & Chacón-Gómez JC. (2015). Análisis de Datos en Psicología y Ciencias de la Salud. Volumen I: Exploración de Datos y fundamentos. Madrid: EOS Universitaria.
Meneses, J. (Co.). (2013). Psicometría. Barcelona: FUOC.Martínez-Arias R, Castellanos-López MA, & Chacón-Gómez JC. (2015). Análisis de Datos en Psicología y Ciencias de la Salud. Volumen II: Inferencia Estadística. Madrid: EOS Universitaria.
Moreno, R.; Martínez, R.J. y Chacón, S. (2000). Fundamentos metodológicos en psicología y ciencias afines. Madrid: Pirámide.
Muñiz, J. (2009). Teoríaclásica de los tests. Madrid: Pirámide.
Pardo A., Ruiz M.A., & San Martín R. (2009). Análisis de datos en ciencias sociales y de la salud (I). Madrid: Editorial Síntesis.
Pardo A, & San Martín R. (2010). Análisis de datos en ciencias sociales y de la salud (II). Madrid: Editorial Síntesis.
Portell, M. & Vives, J. (2013). Mètodes d'investigació.Bellaterra: Universitat Autònoma de Barcelona.
Sánchez-Meca, J., & Botella, J. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7-17.
Silva, L.C. (2000). Diseño razonado de muestras y captación de datos para la investigación sanitaria. Madrid: Diaz de Santos.
Solanas, A., Salafranca, L., Fauquet, J. y Núñez, M.I. (2005). Estadística descriptiva en Ciencias del Comportamiento. Madrid: Thomson.
Viladrich, C. i Doval E. (Eds.). (2008). Psicometria. Barcelona: Editorial UOC.
Software
The free access software Zotero (https://www.zotero.org/) will be used to carry out the bibliographic management.
The free access software jamovi (https://www.jamovi.org/) will be used to perform statistical and psychometric analyses.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 11 | Catalan | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |