Code: | MTP03 | Acronym: | MEIP II |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Investigation Methodology |
Active? | Yes |
Responsible unit: | Psychology |
Course/CS Responsible: | Master in Psychology Themes |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
MTP | 12 | Official Curricular Structure | 1 | - | 6 | 54 | 162 |
Following “Metodologia e Epistemologia da Investigação em Psicologia I”, the goals are to apply and understand research methods in the context of students’ own research project, helping them to develop skills in critically evaluating research studies and providing the tools needed to design one’s own study.
By the end of the course, students should be able to:
Introduction to the program of quantitative data analysis SPSS
- structure of SPSS
- construction of data files
- descriptive statistics and graphics
- principles of inferential statistics
- parametric and non parametric tests
- bivariate inferential statistics (chi square, t test; Pearson correlation; simple linear regression)
- analysis of variance with one and two factors, and with repeated measures
- transformation of variables and files
Qualitative research:
- content analysis
Almeida, L. S., & Freire, T. ; Metodologia da investigação em Psicologia e Educação
American Psychological Association. (2010). Publication manual of the American psychological
Coutinho, C. P. (2011). Metodologia de investigação em Ciências Sociais e Humanas. Coimbra: Almedina
Complementary bibliography:
Bardin, L. (1999). Análise de conteúdo. Lisboa: Edições 70.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications
Flick, U. (2008). Managing quality in qualitative research. Los Angeles: Sage.
Flick, U. (2008). Métodos qualitativos na investigação científica. Lisboa: Monitor.
Marôco, J. (2014). Análise estatística com o SPSS statistic (6ª Edição). Pêro Pinheiro: ReportNumber.
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th Ed). Los Angeles: Sage.
Robert C. Bogdan, Sari Knopp Biklen (1994). Investigação qualitativa em educação : uma introdução à teoria e aos métodos
Somekh, B. & Lewin, C. (2005). Research methods in the social sciences. London: SAGE.
Tabachnick & Fidell (2007). Using multivariate statistics (5th Ed.). Boston: Pearson.
Autonomous work:
Students will complete small tasks and activities in order to
designation | Weight (%) |
---|---|
Teste | 60,00 |
Trabalho escrito | 40,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Apresentação/discussão de um trabalho científico | 35,00 |
Estudo autónomo | 38,00 |
Frequência das aulas | 54,00 |
Trabalho escrito | 35,00 |
Total: | 162,00 |
Type of evaluation: individual works and written tests throughout the semester
Terms of frequency: In order to be able to get a final score, students are required to attend at least 75% of the weekly sessions; (ii) actively participate in the practical activities in the class, (iii) perform the individual works and written tests.
Formula Evaluation: The final score corresponds to the average score of the theoretical component (50%), and the practical component (50%)
The theoretical part corresponds to the average score of two written tests (25% each).
The practical part corresponds to individual assessment that includes a) exercises (10%); b) oral presentation of a scientific paper (10%); c) written discussion of three scientific works
Scores will be expressed on a scale of 0 to 20. A score lower than 8 points in any of the components leads to the disapproval of the student in the course.
The average score will be expressed on a scale of 0 to 20. Students are required to have a score equal or above to 10 to get approval.
Without prejudice to the rights legally granted to them, given the nature of the UC, student workers and beneficiaries of comparable statutes must comply with the requirements of attendance.
Students with special needs (eg, hearing or motor impairment) must inform the teacher (s) at the beginning of the semester in order to ensure the necessary conditions.
The improvement will be made only once, until the time of appeal of the academic year subsequent to the one in which they obtained approval and in which the UC has planned examination.
Further information can be found under the heading "Observations"
Students are eligible for grade improvement only on the evaluation component corresponding to the Theoretical Part (written tests).
The classification of the theoretical part corresponds to the classification obtained in the written tests (50%).
Taking into account the characteristics of the evaluation components of the practical part, the improvement is not planned. It is considered the classification previously obtained.
The final grade will be the highest one, chosen between the initial one and the one resulting from the improvement.
Students may apply to a new exam in order to improve the grade of the final exam component. They can do it only once until the period of appeal following the school year in which they obtained the approved status and provided that the course has scheduled exam.