The course aims to 1) provide the basic tools for the correct setting of quantitative empirical research procedures 2) provide the basic knowledge for interpreting the results of a statistical survey in the field of communication sciences; 3) analyze the main problems that accompany social investigations. The course also aims to develop those critical skills that allow you to choose and evaluate empirical data to be used in the design and planning of communication strategies and social interventions.

1. INTRODUCTION TO THE FUNDAMENTALS OF EMPIRICAL RESEARCH IN THE SOCIAL SCIENCES

1.1 Scientific knowledge and common sense knowledge

1.2 Quantitative and qualitative in the social sciences

2. METHODS OF QUANTITATIVE RESEARCH

2.1 Hypotheses and empirical translation of the theory

2.2. The questionnaire

2.3 The stair technique

2.4 The experiment

2.5 Analysis of secondary data and statistical sources

3. STATISTICAL ANALYSIS OF DATA

3.1 Monovariate analysis

3.2 Bivariate analysis

3.3 Exercises with Excel and PSPP software

3.4 Sampling

4. PROBLEMS OF QUANTITATIVE RESEARCH

4.1 Critical analysis of the methods used in OECD-PISA

4.2  Critical analysis of the methods used in the World Happiness Index

4.3 Communication of the results of quantitative research

1. Knowledge and understanding:

- Knowledge of the themes and problems relating to research methodology in social studies, with reference to the epistemological debate

- Ability to distinguish and compare the characteristics of the theoretical and methodological approaches of quantitative empirical research

Students obtain this basic knowledge through participation in lessons and the analytical study of the scientific texts proposed by the teacher and discussed in the classroom.

2. Ability to apply knowledge and understanding:

- Ability to define simple research projects and correctly apply basic statistical techniques

- Ability to analyze the characteristics of some survey tools and research procedures typical of the social sciences, such as the questionnaire, the interview, attitude scales.

Students achieve these skills through classroom discussions, exercises, discussion with the teacher, and study of texts.

3. Judgment skills

- Critical skills towards the methods used in the most common empirical investigations.

- Ability to identify research methodologies suitable for different contexts;
- Ability to simulate research investigations;

Students achieve these skills through exercises, carrying out simple projects, classroom discussions, discussions with the teacher and other students.

4. Communication skills

- Ability to build research reports;
- Ability to know how to communicate the data relating to the investigations conducted during the teaching course with appropriate tools

Students achieve these skills through discussion coordinated by the teacher on the course topics and the topics of the exercises.

5. Learning ability:

- Development of critical, logical and problem analysis skills.

Students achieve these skills through classroom discussions, exercises, discussion with the teacher, study of texts

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

In-depth seminars on specific topics held by industry experts are planned.

In particular:

1. "Coding and analysis of data with the PSPP software", expected hours: 6

Teaching

Lectures and practical exercises relating to the design and implementation of empirical investigations.

Innovative teaching methods

Debate, problem-based learning

Attendance

This course does not differentiate between “attending” and “non-attending” students with regard to teaching methods, attendance obligations, course books or assessment.

Course books

- Corbetta P., Metodologia e tecniche della ricerca sociale, il Mulino, Bologna. Capp. 1, 2, 3, 4, 5, 6, 7, 8, 9, 13, and 14

- Moretti S., Il mondo è fatto a scale. L'intensificazione della logica delle classifiche nelle rilevazioni internazionali, Altravista, 2021.

Assessment

The learning will be verified by carrying out a semi-structured written test (multiple choice questions, short exercises) with the aim of evaluating "knowledge" and "know-how" based on the ability to rework and argue the arguments provided by the materials. reference teaching material for the exam.

The student's possession of good knowledge on the topics in the program will give rise to evaluations of excellence, such as to allow him/her to address and resolve the questions and questions proposed with competence and a critical spirit.

The student's possession of a predominantly mnemonic knowledge of the contents and calculation techniques such as to allow him to address the proposed topics in a mechanical and often uncritical manner will give rise to discrete evaluations.

The achievement of a minimum amount of knowledge will give rise to sufficient evaluations, mainly aimed at possessing the basic concepts of univariate descriptive statistics.

The difficulties in orientation of the student with respect to the topics addressed in the exam texts, the educational gaps and the inability to elaborate even the most basic application questions proposed will give rise to negative evaluations.

The completion of this test constitutes an independent assessment of achievement which can be integrated, upon explicit request by the student, with a supplementary oral test.

N.B.If the number of candidates is large, the minutes of the results could continue until the day following the day of the call.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

This course does not differentiate between “attending” and “non-attending” students with regard to teaching methods, attendance obligations, course books or assessment.