SP25PP033 Bachelor Thesis

Faculty of Public Policies in Opava
Summer 2026
Extent and Intensity
0/20/0. 8 credit(s). Type of Completion: z (credit).
Guaranteed by
doc. Mgr. Eva Zezulková, Ph.D.
Institute of Special Education – Faculty of Public Policies in Opava
Contact Person: doc. Mgr. Eva Zezulková, Ph.D.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
Interpret the practical application of theoretical knowledge, applied research methodology, type of research and results in a terminological and professional manner. In the context of the selected topic, the student explains the process of operationalizing research questions or hypotheses and formulates practical recommendations. The student describes the problem being solved, formulates goals and assumptions, and justifies the methodology used in relation to the topic and goals of the final thesis.
Learning outcomes
Learning outcomes: Professional knowledge: - the student formulates and specifies the problem that he wants to solve in the bachelor's thesis - the student constructs the content structure of the final thesis project - the student verifies the formulation of the basic theses and the method of solving the selected topic - the student processes the collected data and evaluates and interprets the results - the student discusses the prepared conclusions of the thesis and draws recommendations for practice Professional skills: - the student independently searches, sorts and critically evaluates theoretical and practical information relevant for the systematic and comprehensive solution of the consequences of a health problem at the level of an individual, group, community General competencies: - the student can recognize the problem and clarify its essence, or break it down into parts - the student can create hypotheses and propose sequential steps, consider using different procedures in solving a problem or verifying a hypothesis - the student applies appropriate methods and previously acquired knowledge and skills when solving problems, in addition to analytical and critical thinking, also uses creative thinking using imagination and intuition - the student critically interprets the acquired knowledge and findings and verifies them, finds arguments and evidence for his/her claims, formulates and defends substantiated conclusions - the student is open to using different procedures in solving problems, looks at the problem from different sides - the student considers the possible pros and cons of individual solution options, including assessing their risks and consequences
Syllabus
Content: 1. Progress of research implementation according to the set schedule 2. Updating the schedule and specifying research tools 3. Processing the collected data and interpreting the results 4. Evaluation and interpretation of research data 5. Finalization of the working version of the theoretical part, closing the theoretical part of the thesis 6. Completion of the practical part of the thesis, evaluation of the objectives of the thesis, specification of the appendix 7. Compilation of main conclusions, drawing recommendations for practice, or discussion 8. Completion of the theoretical and practical parts, introduction, conclusion, summary 9. Consultation of final comments on the empirical part 10. Finalization of the formal side of the thesis (stylistically, linguistically and grammatically correct expression) 11.-12. Preparation for the defense, adequate responses to anticipated questions and comments
Literature
    required literature
  • ŠVAŘÍČEK, R., ŠEĎOVÁ, K. a kol. Kvalitativní výzkum v pedagogických vědách. Praha: Portál, 2014. ISBN 978-80-262-0644-6.
  • CHRÁSKA, M. Metody pedagogického výzkumu: základy kvantitativního výzkumu. Praha: Grada, 2016. ISBN 978-80-247-5326-3.
  • HENDL, J. Kvalitativní výzkum: základní teorie, metody a aplikace. Praha: Portál, 2016. ISBN 978-80-262-0982-9.
  • GAVORA, P. Úvod do pedagogického výzkumu. Brno: Paido, 2010. ISBN 978-80-7315-185-0.
  • MIOVSKÝ, M. Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada, 2006. ISBN 80-247-1362-4.
    recommended literature
  • KAJANOVÁ, A., DVOŘÁČKOVÁ, O., STRÁNSKÝ, P. Metodologie výzkumu v oblasti sociálních věd. České Budějovice: Jihočeská univerzita, 2017. ISBN 978-80-7394-639-5.
  • MAREŠ, J., VLČKOVÁ, K. K metodologickým standardům kvantitativních studií v pedagogice: Jak psát o výzkumných zjištěních? Pedagogická orientace. 2013, roč. 23, č. 4, s. 455-477. ISSN 1211-4669.
  • EGER, L., EGEROVÁ, D. Základy metodologie výzkumu. Plzeň: Západočeská univerzita, 2017. ISBN 978-80-261-0735-4.
  • ŠANDEROVÁ, J., MILTOVÁ, A. Jak číst a psát odborný text ve společenských vědách: několik zásad pro začátečníky. Praha: Slon, 2009. ISBN 978-80-86429-40-3.
  • ŠEĎOVÁ, K., ŠVAŘÍČEK, R. Jak psát kvalitativně orientované výzkumné studie. Kvalita v kvalitativním výzkumu. Pedagogická orientace. 2013, roč. 23, č. 4, s. 478-510. ISSN 1211-4669.
    not specified
  • HENDL, J. Přehled statistických metod: analýza a metaanalýza dat. Praha: Portál, 2015. ISBN 978-80-262-0981-2.
  • MERTENS, D. M. Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Los Angeles: SAGE, 2020. ISBN 978-1-5443-3376-2.
  • MAŇÁK, J., ŠVEC, Š., ŠVEC, V. ed. Slovník pedagogické metodologie. Brno: Masarykova univerzita, 2005. ISBN 80-7315-102-2.
  • CHRÁSKA, M., KOČVAROVÁ, I. Kvantitativní metody sběru dat v pedagogických výzkumech. Zlín: Univerzita Tomáše Bati, 2015. ISBN 978-80-7454-553-5.
  • HENDL, J., REMR, J. Metody výzkumu a evaluace. Praha: Portál, 2017. ISBN 978-80-262-1192-1.
Assessment methods
The selected topic is current, the theoretical foundations reflect the current state of the established knowledge in the context of the selected topic, the content structure of the theoretical foundations is processed in a logical sequence, the scope of the theoretical and practical parts is balanced, the proposed methodology of the empirical part is in accordance with the set goals, the evaluation and interpretation of the established results corresponds to the expected demands for scientific work, the work contains recommendations for practice, or a proposal for expanding the research plan.
Language of instruction
Czech
Further Comments
The course can also be completed outside the examination period.
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