1 Correct

1 INCORRECT
The ability to draw

new conclusions
on the basis of
already known
facts is
A)
sensory
experienc
e.
B)
expert
opinion.
C)
logic.
D)
scientific
method.
Feedback: Logic is a way to combine eisting !ieces o" in"o#mation to
c#eate new know$edge% Fo#ma$ $ogic &ses a we$$'de(e$o!ed set o" #&$es)
b&t many o" &s &se $ogic on a #eg&$a# basis wit*o&t di#ect$y t*inking
abo&t t*ese #&$es% +e sometimes ca$$ t*is ,common sense, beca&se we
a#e so acc&stomed to t*is met*od o" #easoning%
- CORRECT
A defining
characteristic of
studies that use
the scientific
method is
A)
that the
research
procedure
s and
outcomes
are public.
B)
the
acceptanc
e of
expert
opinion
when
results
are
inconclusi
ve.
C)
results
that lead
to cause-
and-effect
conclusion
s.
D)
that
stated
hypothese
s are
proven
true.
Feedback: T*e scienti"ic met*od is disting&is*ed "#om nonscienti"ic
met*ods o" knowing in !a#t by its !&b$ic nat&#e% .et*ods and #es&$ts
m&st be c$ea#$y and s!eci"ica$$y identi"ied in a st&dy so t*at ot*e#s can
#e!$icate t*e st&dy% /cienti"ic "indings a#e not wide$y acce!ted as gene#a$
&nde#standing &nti$ t*ey *a(e wit*stood t*e test o" time and sc#&tiny%
0 INCORRECT
A characteristic of
the scientific
method is that
A)
any
researche
r can
replicate
the study.
B)
the
methods
used can
be
understoo
d only by
experts.
C)
conclusion
s are
tentative
and
subject to
change.
D)
findings
frequently
contradict
personal
experienc
e.
Feedback: A sing$e st&dy !#o(ides a tentati(e answe# to a #esea#c*
1&estion% T*is answe# mig*t *a(e to be modi"ied as t*e #es&$ts o" simi$a#
st&dies become a(ai$ab$e% T*is does not in(a$idate t*e scienti"ic met*od
since t*e#e is no met*od o" knowing t*at !#o(ides com!$ete !#oo" o#
t#&t*% T*e scienti"ic met*od is a systematic means "o# &sing se(e#a$
met*ods o" knowing to a##i(e at #ationa$ conc$&sions t*at can be !&b$ic$y
sc#&tini2ed%
3 INCORRECT
Which of the
following research
studies is most
likely to be an
experiment
A)
A study of
the
leadership
characteri
stics of
successful
high
school
principals
B)
A study
that
compares
the
cholestero
l levels of
vegetarian
s and
meat
eaters
C)
A study to
determine
if parents
give more
sociable
teachers
higher
ratings
D)
A study to
find out if
using
concept
maps can
increase
achievem
ent
Feedback: To cond&ct an e!e#iment) t*e #esea#c*e# m&st *a(e cont#o$ o"
im!o#tant (a#iab$es) o# c*a#acte#istics) o" t*e st&dy% T*e #esea#c*e#
decides on w*at inte#(entions to &se and t*en can assign t*e st&dy
!a#tici!ants to di""e#ent conditions w*e#e t*ese di""e#ent inte#(entions
a#e &sed% A st&dy o" t*e e""ecti(eness o" conce!t ma!s is most $ike$y to be
an e!e#iment since t*e #esea#c*e# can !$ace some !a#tici!ants in a
condition t*at wi$$ &se conce!t ma!s and ot*e#s in a condition t*at wi$$
not &se t*ese conce!t ma!s% T*e #esea#c*e# wi$$ t*en com!a#e t*e
ac*ie(ement $e(e$s a"te# !a#tici!ants *a(e s!ent some time in t*e
conditions% T*&s) t*e #esea#c*e# inte#(enes in t*e en(i#onment to
estab$is* t*e conditions) cont#o$s ot*e# "acto#s) and meas&#es t*e
o&tcomes%
4 INCORRECT
The difference
between
correlational and
causal-
comparative
research is that
A)
one type
is a
descriptiv
e study
and the
other is
an
associatio
nal study.
B)
one type
is a study
with one
group and
the other
type
compares
two or
more
groups.
C)
one type
can be
generali!e
d" while
the other
type
cannot.
D)
one type
involves
an
interventi
on" while
the other
type is
purely an
observatio
nal study.
Feedback: Co##e$ationa$ #esea#c* is "o# eamining #e$ations*i!s among
two o# mo#e (a#iab$es t*at a#e meas&#ed "o# a sing$e g#o&!% Ca&sa$'
com!a#ati(e #esea#c* com!a#es two o# mo#e eisting g#o&!s%
5 INCORRECT
#ingle-subject
research is
classified under
the general
research type of
A)
descriptiv
e
research.
B)
associatio
nal
research.
C)
interventi
on
research.
D)
$one of
these.
Feedback: /ing$e's&b6ect #esea#c* is cond&cted by obse#(ing a sma$$
n&mbe# o" s&b6ects) eac* indi(id&a$$y) to dete#mine *ow eac* #es!onds o#
*ow be*a(io#s c*ange w*en t*e #esea#c*e# inte#(enes to c*ange t*e
en(i#onment%
7 INCORRECT
#uppose that a
researcher spends
six months living
with a $ative
American tribe to
learn all that she
can about the
tribe. The
researcher
interviews many
members of the
tribe" participates
as much as
possible in
ceremonies" and
documents the
activities of daily
living. This
researcher is
conducting
A)
survey
research.
B)
a content
analysis.
C)
an
ethnograp
hic study.
D)
historical
research.
Feedback: An et*nog#a!*ic st&dy is a ty!e o" 1&a$itati(e #esea#c*% /&c*
st&dies a#e &s&a$$y cond&cted o(e# #e$ati(e$y $ong !e#iods o" time so as to
acc&#ate$y doc&ment t*e c*a#acte#istics and socia$ inte#actions o" a
g#o&!% 8a#io&s met*ods a#e em!$oyed "o# co$$ecting data so t*at t*e
desc#i!tion can be as com!$ete as !ossib$e% /&#(ey #esea#c* is a ty!e o"
#esea#c* t*at obtains data to dete#mine s!eci"ic c*a#acte#istics o" a
g#o&!) "o# eam!$e) *ow a "ac&$ty "ee$s abo&t a !a#tic&$a# administ#ato#%
A content ana$ysis is a met*od t*at !e#mits #esea#c*e#s to st&dy *&man
be*a(io# &nobt#&si(e$y% 9isto#ica$ #esea#c* is a met*od &sed to st&dy
some as!ect o" t*e !ast by !e#&sing doc&ments o" t*e !e#iod o# by
inte#(iewing indi(id&a$s w*o $i(ed d&#ing t*e time%
: INCORRECT
This type of
research is
intended to be
carried out by any
professional" in
any type of
school" to
investigate a
problem. The
findings are
limited in their
generali!ability.
A)
historical
research
B)
survey
research
C)
ethnograp
hic study
D)
action
research
Feedback: Action #esea#c* is intended to add#ess a s!eci"ic !#ob$em
wit*in a c$ass#oom) sc*oo$) o# comm&nity% It is $imited in t*at t*e #es&$ts
a#e not gene#a$i2ab$e o&tside t*e s!eci"ic c$ass#oom) sc*oo$) o#
comm&nity% 9isto#ica$ #esea#c* is a met*od &sed to st&dy some as!ect o"
t*e !ast by !e#&sing doc&ments o" t*e !e#iod o# by inte#(iewing
indi(id&a$s w*o $i(ed d&#ing t*e time% /&#(ey #esea#c* is a ty!e o"
#esea#c* t*at obtains data to dete#mine s!eci"ic c*a#acte#istics o" a
g#o&!) "o# eam!$e) *ow a "ac&$ty "ee$s abo&t a !a#tic&$a# administ#ato#%
An et*nog#a!*ic st&dy is a ty!e o" 1&a$itati(e #esea#c*% /&c* st&dies a#e
&s&a$$y cond&cted o(e# #e$ati(e$y $ong !e#iods o" time so as to acc&#ate$y
doc&ment t*e c*a#acte#istics and socia$ inte#actions o" a g#o&!% 8a#io&s
met*ods a#e em!$oyed "o# co$$ecting data so t*at t*e desc#i!tion can be
as com!$ete as !ossib$e%
; INCORRECT
This type of
research is
intended to
determine the
cause for or the
consequences of
differences
between groups of
people.
A)
action
research
B)
ethnograp
hic study
C)
causal-
comparati
ve
D)
content
analysis
Feedback: By &sing a ca&sa$'com!a#ati(e #esea#c* design) t*e #esea#c*e#
can com!a#e two g#o&!s w*o a$#eady be$ong to one o# t*e ot*e# ty!e o"
g#o&! to see i" t*ey di""e#% Inte#!#etations o" ca&sa$'com!a#ati(e #esea#c*
a#e $imited beca&se t*e #esea#c*e# cannot say conc$&si(e$y w*et*e# o#
not a s!eci"ic "acto# is a ca&se o# a #es&$t o" t*e be*a(io#s obse#(ed%
1< INCORRECT
When researchers
are interested in
knowing more
than just how well
or how accurately
something is done
and they want to
obtain a more
holistic picture of
what is happening
in a specific
setting or
situation" what
form of research
is called for
A)
experimen
tal
research
B)
content
analysis
research
C)
survey
research
D)
qualitative
research
Feedback: =&a$itati(e #esea#c* !$aces a g#eate# em!*asis on desc#ibing in
detai$ a$$ o" w*at goes on in a !a#tic&$a# sit&ation) #at*e# t*an on
com!a#ing t*e e""ects o" a !a#tic&$a# t#eatment o# on desc#ibing t*e
attit&des o# be*a(io#s o" !eo!$e%
11 INCORRECT
According to the
authors" the
various research
methodologies
described in this
chapter fall into
which three
general research
categories
A)
descriptiv
e"
historical"
associatio
nal
B)
descriptiv
e"
associatio
nal"
interventi
on-type
C)
associatio
nal"
survey"
content
analysis
D)
interventi
on-type"
qualitative
" survey
Feedback: Desc#i!ti(e) associationa$) and inte#(ention'ty!e a#e t*e t*#ee
ty!es o" gene#a$ #esea#c* catego#ies desc#ibed in t*e tet%
1- CORRECT
%uantitative
researchers
usually base their
work on the belief
that
A)
facts and
feelings
cannot be
separated.
B)
facts and
feelings
can be
separated
and the
world is
made up
of
multiple
realities.
C)
facts and
feelings
can be
separated
and that
the world
is made
up of facts
that can
be
discovere
d.
D)
all of
these
Feedback: =&antitati(e #esea#c*e#s &s&a$$y base t*ei# wo#k on t*e be$ie"
t*at "acts and "ee$ings can be se!a#ated) and t*at t*e wo#$d is a sing$e
#ea$ity made &! o" disco(e#ab$e "acts%
10 INCORRECT
%ualitative
researchers
usually base their
work on the
assumption that
A)
facts and
feelings
can be
separated
and that
the world
is made
up of facts
that can
be
discovere
d.
B)
the world
is made
up of
multiple
realities"
socially
constructe
d by
different
individual
views of
the same
situation.
C)
facts and
feelings
can be
separated"
and the
world is
made up
of
multiple
realities.
D)
none of
these
Feedback: Acco#ding to 1&a$itati(e #esea#c*e#s) t*e wo#$d is made &! o"
m&$ti!$e #ea$ities) socia$$y const#&cted by di""e#ent indi(id&a$ (iews o" t*e
same sit&ation% T*e !#emise t*at "acts and "ee$ings can be se!a#ated and
t*at t*e wo#$d is made &! o" "acts t*at can be disco(e#ed is desc#i!ti(e o"
w*at 1&antitati(e #esea#c*e#s base wo#k &!on% Facts and "ee$ings can be
se!a#ated and t*e wo#$d is made &! o" m&$ti!$e #ea$ities is not desc#i!ti(e
o" 1&a$itati(e #esea#c*%
13 INCORRECT
&ritical analysis of
research typically
raises which
major questions
A)
question
of reality"
question
of
communic
ation"
question
of
unstated
assumptio
ns"
question
of societal
conseque
nces
B)
question
of reality"
question
of
communic
ation"
question
of values"
question
of societal
conseque
nces
C)
question
of reality"
question
of
unstated
assumptio
ns"
question
of societal
conseque
nces
D)
question
of reality"
question
of
communic
ation"
question
of values"
question
of
unstated
assumptio
ns"
question
of societal
conseque
nces
Feedback: C#itica$ ana$ysis o" #esea#c* ty!ica$$y #aises a$$ o" t*e "o$$owing
ma6o# 1&estions: 1&estion o" #ea$ity) 1&estion o" comm&nication) 1&estion
o" (a$&es) 1&estion o" &nstated ass&m!tions) 1&estion o" societa$
conse1&ences%
14 INCORRECT
Almost all
research plans
include the
following
components'
A)
a problem
statement
" a
hypothesi
s"
definitions
" a
literature
review" a
sample of
subjects"
tests or
other
measuring
instrumen
ts" a
descriptio
n of
procedure
s" and
data
analysis.
B)
a problem
statement
" a
hypothesi
s"
definitions
" a
literature
review" a
sample of
subjects"
tests or
other
measuring
instrumen
ts" a
descriptio
n of
procedure
s" data
analysis"
and
statement
of
variables
C)
a problem
statement
" a
hypothesi
s" a
literature
review" a
sample of
subjects"
tests or
other
measuring
instrumen
ts" a
descriptio
n of
procedure
s" and
data
analysis.
D)
a problem
statement
" a
hypothesi
s"
definitions
" a
literature
review" a
sample of
subjects"
tests or
other
measuring
instrumen
ts" and a
descriptio
n of
procedure
s.
Feedback: On$y t*is answe# contains a$$ o" t*e com!onents o" t*e ty!ica$
#esea#c* !$an%
15 INCORRECT
A combination of
quantitative and
qualitative
approaches is
known as
A)
descriptiv
e
research.
B)
explanato
ry
research.
C)
causal-
comparati
ve
research.
D)
mixed-
methods
research.
Feedback: A combination o" 1&antitati(e and 1&a$itati(e met*ods de"ines
mied met*ods #esea#c*%
17 INCORRECT
&ritical
researchers are
primarily
concerned with
A)
ethical
violations
in
methodolo
gy
B)
what
researche
rs take for
granted
C)
misuse of
statistics
D)
how
research
is funded
Feedback: C#itica$ #esea#c*e#s be$ie(e most #esea#c*e#s take too m&c* "o#
g#anted #ega#ding #ea$ity) (a$&es) ass&m!tions and o&tcomes "o# society%
1 CORRECT
(n order for a
question to qualify
as a research
question" the
researcher must
be able to
A)
make
observatio
ns and
then
analy!e
these to
find an
answer.
B)
propose
several
answers
to the
question
that are
equally
acceptabl
e.
C)
identify
value
statement
s in the
question
that
reflect
current
societal
norms.
D)
develop
metaphysi
cal
answers
based on
concise
statement
s of belief.
Feedback: T*e de"ining c*a#acte#istic o" a #esea#c* 1&estion is t*at it can
be answe#ed by co$$ecting data t*at !e#tain to t*e 1&estion% Resea#c*
1&estions a#e not meta!*ysica$) !*i$oso!*ica$) o# conce#ned wit* (a$&es%
- INCORRECT
Which of the
following best
describes the
development
process for a
research
question
A)
A broad
question
is made
more
specific as
terms are
more
clearly
defined.
B)
A broad
question
is made
more
specific in
order to
be more
significant
.
C)
A specific
question
is
broadened
as terms
are more
clearly
defined.
D)
A specific
question
is
broadened
in order to
be more
significant
.
Feedback: Resea#c* 1&estions ty!ica$$y begin as b#oad 1&estions abo&t
c*a#acte#istics o# #e$ations*i!s% Be"o#e t*e st&dy can commence) t*e
te#ms in t*e 1&estion m&st be de"ined so t*at t*e #esea#c*e# knows *ow
to meas&#e c*a#acte#istics and identi"y g#o&!s o# im!$ement
inte#(entions%
0 INCORRECT
Which of the
following is a good
research
question
A)
(s the
)back to
the
basics)
movemen
t good for
public
schools
B)
*ow
would the
current
generatio
n of
young
adults
react if
the
military
draft were
reinstated
C)
Are
teachers
underpaid
D)
+oes the
phonics or
the
whole-
language
approach
to reading
lead to
higher
achievem
ent
Feedback: An e!e#iment o# ca&sa$'com!a#ati(e st&dy co&$d be
cond&cted to dete#mine i" st&dents w*o a#e ta&g*t to #ead &sing !*onics
wi$$ become #eade#s w*o a#e bette#) wo#se) o# abo&t t*e same as t*ose
w*o a#e ta&g*t to #ead wit* t*e w*o$e $ang&age a!!#oac*%
3 INCORRECT
Which of the
following is not a
good research
question
A)
+oes the
inclusion
of
metaphor
s in text
increase
reading
comprehe
nsion
B)
(s it good
to include
civics
courses in
the high
school
curriculum
C)
To what
factors do
successful
teachers
attribute
their
success
D)
(s the
college
retention
rate
greater
for
students
who enroll
in an
academic
skills
program
than for
those who
do not
Feedback: >ood #esea#c* 1&estions do not *inge on (a$&e te#ms $ike
,good, o# ,bad%, +*et*e# it is ,good, to inc$&de a ci(ics co&#se in t*e
c&##ic&$&m is mo#e a matte# o" o!inion and !o$icy t*an it is o" science%
4 INCORRECT
Which of the
following
questions meets
the criteria of a
well-formulated
research
question
A)
Would
long
periods of
isolation
alter a
child,s
emotional
developm
ent
B)
#hould
marijuana
be
legali!ed
C)
Will the
use of
peer
critiques
improve
college
students,
compositi
ons
D)
What are
political
leaders
like after
they leave
office
Feedback: T*is is t*e on$y 1&estion t*at is c$ea#) "easib$e) signi"icant) and
et*ica$%
5 INCORRECT
Which of the
following is a
constitutive
definition of self-
esteem
A)
one,s
score on
the
&oopersmi
th #elf
-steem
(nventory
B)
parental
perception
s of child
self-worth
as
reported
on a
questionn
aire
C)
the value
one places
on oneself
D)
the
number of
times per
hour a
subject
makes a
statement
of self-
worth
Feedback: A constit&ti(e de"inition is a dictiona#y'ty!e de"inition &sing
te#ms t*at wi$$ be &nde#stood wit*in t*e disci!$ine% T*e ot*e# t*#ee
!ossib$e answe#s *e#e a#e o!e#ationa$ de"initions since t*ey desc#ibe *ow
one mig*t de"ine se$"'esteem "o# t*e !&#!ose o" co$$ecting data in a st&dy%
7 CORRECT
Which of the
following
descriptions
exemplifies a
scientific
relationship
A)
&hildren
who
receive
frequent
teacher
approval
are more
likely to
stay on
task.
B)
There are
three
basic
types of
parenting
styles
used in
American
homes.
C)
.ost
school
administra
tors
express
frustration
with
school
funding
levels.
D)
The
average
math
achievem
ent of
male and
female
ninth
graders is
about the
same.
Feedback: A scienti"ic #e$ations*i! eists w*en two c*a#acte#istics a#e
some*ow $inked toget*e#% T*is answe# desc#ibes a $ink between teac*e#
a!!#o(a$ and staying on task% C*i$d#en w*o a#e o""e#ed mo#e a!!#o(a$
stay on task mo#e t*an t*ose w*o a#e o""e#ed $itt$e o# no a!!#o(a$%
: INCORRECT
What are the
commonly used
ways to clarify
unclear terms in a
research
question
A)
constitutiv
e
definitions
and
definitions
by
example
B)
constitutiv
e
definitions
and
operation
al
definitions
C)
researche
r-created
definitions
"
definitions
by
example"
and
operation
al
definitions
D)
constitutiv
e
definitions
"
definitions
by
example"
and
operation
al
definitions
Feedback: T*is answe# inc$&des a$$ t*#ee most common ways #esea#c*e#s
c$a#i"y &nc$ea# te#ms%
; CORRECT
/ood research
questions are
A)
clear"
significant
" and
ethical.
B)
feasible"
clear"
significant
" and
ethical.
C)
feasible"
clear"
significant
" and
include an
hypothesi
s.
D)
feasible"
clear" and
ethical.
Feedback: =&estions s*o&$d be "easib$e) s*o&$d be c$ea#) s*o&$d be
signi"icant) and s*o&$d be et*ica$%
1< INCORRECT
Which of the
following is a
possible
operational
definition for
)motivated to
learn science)
A)
as
reflected
by
achievem
ent in
science
B)
as shown
by effort
displayed
in science
class
C)
as
measured
by the
)#cience
(nterest)
questionn
aire
D)
as shown
by
completin
g science
assignme
nts in
class
Feedback: As meas&#ed by t*e ,/cience Inte#est, 1&estionnai#e% T*e
ot*e# t*#ee o!tions a#e not o!e#ationa$ beca&se t*ey do not indicate *ow
moti(ation is to be meas&#ed o# identi"ied%
11 INCORRECT
The essential
characteristic of a
researchable
question is
A)
that the
question
is fun and
interestin
g to
answer.
B)
that there
is some
sort of
data that
can be
collected
in an
attempt to
answer a
question.
C)
that by
answering
the
question
researche
rs will
make
money.
D)
that by
answering
the
question a
significant
positive
conseque
nce will
effect
society.
Feedback: On$y t*is answe# is an essentia$ c*a#acte#istics o" a
#esea#c*ab$e 1&estion%
1- INCORRECT
To define
)humanistic
classroom) as
)any classroom
identified by
experts as
constituting an
example of a
humanistic
classroom) is to
us a0n1
A)
operation
al
definition.
B)
constitutiv
e
definition.
C)
definition
by
example.
D)
none of
these
Feedback: T*e eam!$e gi(en is an o!e#ationa$ de"inition%
1 INCORRECT
The variable
manipulated by
the researcher in
an experiment is
called the
A)
response
variable.
B)
independe
nt
variable.
C)
dependent
variable.
D)
extraneou
s variable.
Feedback: T*e inde!endent (a#iab$e ?a$so known as t*e ,mani!&$ated),
,e!e#imenta$), o# ,t#eatment, (a#iab$e) is t*e (a#iab$e mani!&$ated by
t*e #esea#c*e# in an e!e#iment% T*e de!endent (a#iab$e ?a$so known as
t*e ,o&tcome, o# ,#es!onse, (a#iab$e) is t*e (a#iab$e t*at c*anges as a
#es&$t o" c*anges made wit* t*e inde!endent (a#iab$e% Et#aneo&s
(a#iab$es a$so a""ect t*e de!endent (a#iab$e) t*o&g* t*ese a#e not
mani!&$ated by t*e #esea#c*e#%
- INCORRECT
A researcher
conducted an
experiment to see
if increasing water
consumption
lessens the visible
effects of rosacea"
a common skin
condition. The
dependent
variable in this
experiment was
A)
rosacea.
B)
increased
water
consumpti
on.
C)
the
amount of
water
consumed
.
D)
the visible
condition
of the
skin.
Feedback: T*e inde!endent (a#iab$e in t*is st&dy is t*e amo&nt o" wate#
cons&med% T*is is w*at t*e #esea#c*e# is !&#!ose"&$$y mani!&$ating% T*e
#esea#c*e#@s *o!e is t*at c*anging t*e amo&nt o" wate# cons&med wi$$
c*ange t*e condition o" t*e skin% T*&s) t*e de!endent (a#iab$e is t*e
condition o" t*e skin%
0 INCORRECT
Which of the
following would
not be an
appropriate
synonym for the
dependent
variable
A)
outcome
variable
B)
response
variable
C)
effected
variable
D)
experimen
tal
variable
Feedback: T*e ,e!e#imenta$ (a#iab$e, is anot*e# name "o# t*e
inde!endent (a#iab$e% A$$ o" t*e ot*e# names !#esented *e#e a#e
a!!#o!#iate synonyms "o# t*e de!endent (a#iab$e%
3 INCORRECT
An example of a
quantitative
variable is the
A)
month of
birth.
B)
highest
education
al degree
earned.
C)
time
taken to
complete
a spatial
reasoning
task.
D)
telephone
area code.
Feedback: A 1&antitati(e (a#iab$e is a (a#iab$e t*at c*anges by deg#ee o#
amo&nt% C*anges in t*e time taken to com!$ete a s!atia$ #easoning task
a#e c*anges in t*e amo&nt o" time% T*e ot*e# c*oices in t*is $ist do not
(a#y by an amo&nt o" a c*a#acte#istic o# entity%
4 INCORRECT
(f a researcher
studies fourth-
grade students to
determine the
effects of
rewarding good
behavior on
subsequent
behavior" which of
the following is
least likely to be
an extraneous
variable
A)
student
grade
level
B)
student
attitude
C)
teacher
characteri
stics
D)
parent,s
parenting
style
Feedback: /ince on$y "o&#t*'g#ade st&dents a#e inc$&ded in t*e st&dy) t*e
g#ade $e(e$ is a constant) not a (a#iab$e% T*e ot*e# c*oices !#esented *e#e
a#e (a#iab$es t*at may $ike$y in"$&ence st&dent be*a(io#) t*e de!endent
(a#iab$e%
5 INCORRECT
What type of
research would be
least likely to
include a research
hypothesis
A)
interventi
on
research
B)
associatio
nal
research
C)
descriptiv
e research
D)
$one of
these
would be
likely to
include a
research
hypothesi
s.
Feedback: .ost inte#(ention and associationa$ #esea#c* is cond&cted to
test a #esea#c* *y!ot*esis% Desc#i!ti(e #esea#c* is cond&cted to desc#ibe
t*e c*a#acte#istics o" w*at is st&died% 9y!ot*eses may eme#ge "#om s&c*
st&dy) b&t t*is is not necessa#y in o#de# to cond&ct t*e st&dy%
7 CORRECT
Which of the
following
statements best
describes the
relationship
between a
hypothesis and a
theory
A)
A
theoretical
prediction
can be
stated as
a specific
hypothesi
s.
B)
When a
hypothesi
s has
been
proven it
becomes
a theory.
C)
Weak
theories
are
hypothese
s" and
strong
theories
are
scientific
laws.
D)
)Theory)
is another
name for
hypothesi
s.
Feedback: One so&#ce o" *y!ot*eses is t*e t*eo#y t*at e!$ains t*e
#e$ations*i! among t*e (a#iab$es o" inte#est% Ot*e# so&#ces o" *y!ot*eses
inc$&de !e#sona$ obse#(ations and !#e(io&s em!i#ica$ e(idence%
: INCORRECT
An example of a
categorical
variable is
A)
teacher
hair color.
B)
the time it
takes a
teacher to
grade an
essay.
C)
the length
a teacher
has to
walk from
the office
to her
class.
D)
the time
is takes
for a
teacher to
drive to
work.
Feedback: Teac*e# *ai# co$o# wo&$d 1&a$i"y as a catego#ica$ (a#iab$e%
Catego#ica$ (a#iab$es do not (a#y in deg#ee) amo&nt) o# 1&antity b&t a#e
1&a$itati(e$y di""e#ent% T*e ot*e# answe#s 1&a$i"y as 1&antitati(e (a#iab$es
beca&se t*ey c*ange by deg#ee o# amo&nt%
; INCORRECT
Which variables
are those that a
researcher
chooses to study
in order to assess
their possible
effects on one or
more other
variables
A)
dependent
B)
independe
nt
C)
extraneou
s
D)
none of
these
Feedback: Inde!endent (a#iab$es a#e t*ose t*at t*e #esea#c*e# c*ooses
to st&dy in o#de# to assess t*ei# !ossib$e e""ects on one o# mo#e ot*e#
(a#iab$es% De!endent (a#iab$es a#e t*e (a#iab$es t*at t*e inde!endent
(a#iab$es a#e !#es&med to a""ect% Et#aneo&s (a#iab$es a#e inde!endent
(a#iab$es t*at t*e #esea#c*e# *as not cont#o$$ed%
1< INCORRECT
This variable
depends upon
what is done to it
by the
independent
variable.
A)
manipulat
ed
B)
extraneou
s
C)
dependent
D)
all of
these
Feedback: De!endent (a#iab$es a#e t*e (a#iab$es t*at t*e inde!endent
(a#iab$es a#e !#es&med to a""ect% .ani!&$ated (a#iab$es a#e t*ose t*at a#e
c#eated by t*e #esea#c*e#% T*ese a#e ty!ica$$y "o&nd in e!e#imenta$
st&dies% Et#aneo&s (a#iab$es a#e inde!endent (a#iab$es t*at t*e
#esea#c*e# *as not cont#o$$ed%
11 INCORRECT
These variables
are those that are
created by the
researcher. These
are typically found
in experimental
studies.
A)
extraneou
s
B)
manipulat
ed
C)
dependent
D)
none of
these
Feedback: .ani!&$ated (a#iab$es a#e t*ose t*at a#e c#eated by t*e
#esea#c*e#% T*ese a#e ty!ica$$y "o&nd in e!e#imenta$ st&dies% Et#aneo&s
(a#iab$es a#e inde!endent (a#iab$es t*at t*e #esea#c*e# *as not
cont#o$$ed% De!endent (a#iab$es a#e t*e (a#iab$es t*at t*e inde!endent
(a#iab$es a#e !#es&med to a""ect%
1- CORRECT
A hypothesis can
be described as
A)
a hunch.
B)
a wild
guess.
C)
a type of
statement
made by
researche
rs when
they are
attemptin
g to get
funding
for their
research.
D)
a
prediction
of some
sort
regarding
the
possible
outcomes
of a study.
Feedback: A *y!ot*esis is mo#e t*an a *&nc* o# a wi$d g&ess) and is not
made on$y by #esea#c*e#s w*en t*ey a#e attem!ting to get "&nding "o#
t*ei# #esea#c*%
10 INCORRECT
Which of the
following is an
advantage of
stating
hypotheses
A)
(t forces
the
researche
r to think
more
deeply
and
specificall
y about
the
possible
outcomes
of a study.
B)
(t
simplifies
the study.
C)
(t clarifies
definitions
.
D)
(t reduces
researche
r bias.
Feedback: A *y!ot*esis ty!ica$$y "o#ces #esea#c*e#s to identi"y in ad(ance
t*e !ossib$e o&tcomes o" a st&dy%
13 INCORRECT
Which of the
following is a
disadvantage of
stating
hypotheses
A)
A
hypothesi
s involves
a
philosoph
y of
science"
thus
enabling
one to
make
specific
prediction
s on the
basis of
prior
evidence
or
theoretical
argument.
B)
(t may
prevent
researche
rs from
noticing
phenomen
a that do
not
conform
to the
hypothesi
s.
C)
(t
increases
sample
si!e.
D)
(t results
in
unethical
procedure
s.
Feedback: A *y!ot*esis can sometimes !#e(ent #esea#c*e#s "#om noticing
&ne!ected #es&$ts%
14 INCORRECT
Which of the
following is an
example of a
directional
hypothesis
A)
There will
be a
difference
between
the
students,
reading
levels.
B)
There will
be a
difference
between
lecture
and group
instruction
.
C)
/roup
instruction
is more
effective
than
lecture in
the
elementar
y
classroom
.
D)
There will
be an
increase
in
learning.
Feedback: T*e ot*e# answe#s a#e nondi#ectiona$%
15 INCORRECT
A variable that
clarifies the
application of a
relationship is
called
A)
an
extraneou
s variable
B)
an
independe
nt
variable
C)
a
moderator
variable
D)
a
dependent
variable
Feedback: A mode#ato# (a#iab$e is a s!ecia$ kind o" inde!endent (a#iab$e
t*at c$a#i"ies *ow a #e$ations*i! s*o&$d be inte#!#eted andAo# a!!$ied%
1 INCORRECT
Which of the
following is
the foremost
ethical
question a
researcher
must address
A)
&an (
keep the
names of
the
participa
nts
confident
ial
B)
Are
participa
nts
protecte
d from
harm
C)
Will
other
scientists
be able
to
replicate
my
study
D)
(s
deceptio
n
absolutel
y
necessar
y
Feedback: T*e !#ima#y et*ica$ 1&estion t*at #esea#c*e#s m&st conside# is
,+i$$t*is #esea#c* ca&se any !a#tici!ant !*ysica$ o# !syc*o$ogica$ *a#mB,
- INCORRECT
When does
the scientific
community
permit
research that
may cause
participants
harm
A)
When
the
participa
nts are
under
the care
of a legal
guardian
who
signs a
consent
form.
B)
When
the
participa
nts agree
to
participat
e in
exchang
e for
substanti
al
remuner
ation.
C)
When
the
potential
value of
the study
for
humans
is very
high.
D)
The
scientific
communi
ty never
permits
research
that may
cause
harm.
Feedback: Resea#c* t*at may ca&se *a#m is !e#mitted i" t*e#e is no ot*e#
way to answe# t*e #esea#c* 1&estion) t*e !a#tici!ants consent to
!a#tici!ate wit* "&$$ &nde#standing o" t*e #isks in(o$(ed) and t*e scienti"ic
comm&nity wi$$ 6&dge t*e (a$&e o" t*e st&dy to be so *ig* t*at t*e
!otentia$ gain is wo#t* t*e #isk%
0 INCORRECT
The ethical
principle that
data collected
from subjects
should be kept
confidential
means that
A)
data
should
be
collected
from
anonymo
us
participa
nts.
B)
research
ers
should
never
reveal
the
names of
participa
nts when
they
report
results.
C)
names
can be
released
with the
data only
to other
research
professio
nals.
D)
participa
nts
should
not be
told how
they
scored
on the
study,s
measurin
g
instrume
nts.
Feedback: Data s*o&$d be ke!t con"identia$) w*ic* means t*at on$y t*e
#esea#c*e#s a#e ab$e to $ink t*e data to indi(id&a$ names% T*e #esea#c*e#s
m&st not s*a#e t*is in"o#mation wit* anyone e$se% In some cases)
anonymity is #e1&i#ed% Resea#c* anonymity means t*at no one) inc$&ding
t*e #esea#c*e#s) can dete#mine w*o !#o(ided s!eci"ic in"o#mation% In
many cases) *owe(e#) t*e #esea#c*e#s m&st be ab$e to co$$ect data wit*
di""e#ent inst#&ments o# at di""e#ent times) so t*ey m&st be ab$e to matc*
data t*at go toget*e#%
3 INCORRECT
Who is
protected by
the law of
privileged
communicatio
ns
A)
research
ers"
physician
s" and
members
of the
clergy
B)
research
ers"
attorney
s" and
physician
s
C)
research
ers"
attorney
s" and
members
of the
clergy
D)
attorney
s"
physician
s" and
members
of the
clergy
Feedback: Resea#c*e#s a#e not gi(en t*e #ig*t o" !#i(i$eged
comm&nications t*at is a""o#ded by $aw to atto#neys) !*ysicians) and
membe#s o" t*e c$e#gy%
4 INCORRECT
#tudy
participants
should always
be told of
their right to
A)
withdraw
from
participat
ion in the
study.
B)
report
suspiciou
s
research
practices
to the
institutio
nal
review
board.
C)
compare
the data
they
provide
with
other
data
collected
in the
study.
D)
footnote
their
dissatisfa
ction
with the
study in
the final
research
report.
Feedback: /t&dy !a#tici!ants m&st not be coe#ced to !a#tici!ate in a
st&dy% T*ey m&st be c$ea#$y to$d t*at t*ey can wit*d#aw t*ei#
!a#tici!ation at any time%
5 CORRECT
An
educational
psychology
student who
conducts
dissertation
research using
human
participants
must obtain
formal
approval that
the research
meets ethical
guidelines
from
A)
the
dissertati
on
committe
e.
B)
an
institutio
nal"
college"
or
departm
ent
review
board.
C)
the
+epartm
ent of
*ealth
and
*uman
#ervices.
D)
the
American
2sycholo
gical
Associati
on
&ommitt
ee on
#cientific
and
2rofessio
nal
-thics.
Feedback: Resea#c* t*at is cond&cted in a &ni(e#sity setting) o# wit*in
any o#gani2ationa$ st#&ct&#e) s*o&$d be s&b6ect to t*e a!!#o(a$ o" t*e
instit&tion@s #e(iew boa#d%
7 INCORRECT
Which of the
following is
not a
professional
guideline
concerning
the use of
deception
A)
3esearch
ers
should
avoid
deceptio
n if
possible.
B)
+eceptio
n should
be used
only
when the
potential
value of
the study
is high.
C)
+eceptio
n is
permitte
d in
studies
involving
children
with
parental
consent.
D)
+eceived
participa
nts must
be
provided
with
sufficient
explanati
on as
soon as
possible.
Feedback: T*e !#o"essiona$ g&ide$ines conce#ning t*e &se o" dece!tion
a!!$y to c*i$d#en as we$$ as ad&$ts% Dece!tion s*o&$d be a(oided w*en
!ossib$e and &sed on$y i" t*e !otentia$ (a$&e o" t*e st&dy is *ig*%
Ca#tici!ants m&st be !#o(ided an e!$anation o" t*e #easons "o# t*e
dece!tion as soon as !ossib$e%
: INCORRECT
This federal
agency has
the major
responsibility
for
establishing
the guidelines
for research
involving
human
subjects.
A)
-nviron
mental
2rotectio
n Agency
B)
4ood and
+rug
Administ
ration
C)
5.#.
+epartm
ent of
-ducatio
n
D)
*ealth
and
*uman
#ervices
Feedback: 9ea$t* and 9&man /e#(ices *as t*e ma6o# #es!onsibi$ity "o#
estab$is*ing t*e g&ide$ines "o# #esea#c* in(o$(ing *&man s&b6ects%
; CORRECT
Which of the
following
statements
exemplifies
ethical
research
practice
A)
As a
student
of a
universit
y" you
are not
required
to
participat
e in any
study.
B)
(f some
of the
results in
a
research
study are
different
from the
others" it
is okay
to delete
the
different
ones.
C)
(t is okay
to
conduct
research
on
students
under
the age
of 67
without
gaining
parental
approval
if the
research
is for
educatio
n.
D)
(t is
ethical to
coerce
children
to
participat
e in
research
without
their
parents,
approval.
Feedback: It is not okay to de$ete #es&$ts i" t*ey di""e# "#om ot*e#s in a
st&dy% Do& m&st a$ways get a!!#o(a$ "#om t*e !a#ents w*en yo& &se t*ei#
c*i$d#en in any #esea#c* st&dy% Do& may not coe#ce c*i$d#en to !a#tici!ate
in a st&dy%
1< INCORRECT
Which of the
following is an
example of
unethical
practices
A)
As a
student
of a
universit
y" you
are not
required
to
participat
e in any
study.
B)
(f some
of the
results in
a
research
study are
different
from the
others" it
is okay
to delete
the
different
ones.
C)
(t is
unethical
to coerce
children
to
participat
e in
research
without
parental
approval.
D)
(t is okay
to
conduct
research
on
students
under
the age
of 67"
but you
must
first gain
parental
approval.
Feedback: It is &net*ica$ to de$ete #es&$ts in a #esea#c* st&dy t*at a#e
di""e#ent "#om t*e ot*e#s%
11 ENAN/+ERED
(n any study"
what are the
three
important
ethical
questions to
ask about
harm
A)
&ould
people
be
harmed
0physicall
y or
psycholo
gically1
during
the
study
#hould
the study
be
conducte
d
another
way to
find out
what the
research
er wants
to know
(s the
informati
on that
may be
obtained
from this
study so
importan
t that it
warrants
possible
harm to
the
participa
nts
B)
*ow
much
pain can
a human
subject
tolerate
#hould
the study
be
conducte
d
another
way to
find out
what the
research
er wants
to know
(s the
informati
on that
may be
obtained
from this
study so
importan
t that it
warrants
possible
harm to
the
participa
nts
C)
&ould
people
be
harmed
0physicall
y or
psycholo
gically1
during
the
study (f
a
participa
nt is
harmed"
how long
do the
harmful
effects
last (s
the
informati
on that
may be
obtained
from this
study so
importan
t that it
warrants
possible
harm to
the
participa
nts
1- INCORRECT
Which of the
following is
not a
suggested
method to
ensure
confidentiality
of research
data
A)
Assure
all
participa
nts that
any data
collected
from
them or
about
them will
be held
in
confiden
ce.
B)
The
names of
individua
l
subjects
should
never be
used in
any
publicati
on that
describe
the
research.
C)
All
participa
nts
should
have the
right to
withdraw
from the
study or
to
request
that the
data
collected
abut
them not
be used.
D)
#hare
the
names of
the
participa
nts only
with the
research
ers in
your
state.
Feedback: T*e names o" t*e !a#tici!ants s*o&$d not be s*a#ed wit*
anyone%
10 INCORRECT
8efore any
research
involving
humans can
be conducted
at an
institution that
receives
4ederal 4unds"
it must be
reviewed by
which group
at the
institution
A)
group of
the
potential
participa
nts,
peers
B)
an
institutio
nal
review
board
C)
the
student
senate
D)
the dean
of the
&ollege
of Arts
and
#ciences
Feedback: At instit&tions t*at #ecei(e "ede#a$ "&nds) instit&tiona$ #e(iew
boa#ds m&st #e(iew any #esea#c* !#o!osa$ in(o$(ing *&mans%
1 CORRECT
The -ducation (ndex is
one example of a
A)
general
reference.
B)
primary source.
C)
secondary
source.
D)
professional
journal.
Feedback: A gene#a$ #e"e#ence is a so&#ce o" #e"e#ences to !#ima#y
so&#ces% T*e Ed&cation Inde is a mont*$y !&b$ication t*at indees
a#tic$es "#om o(e# 0<< ed&cationa$ !&b$ications%
- INCORRECT
Which of the following
is least likely to be a
primary source
A)
an article in a
professional
journal
B)
a dissertation
C)
a textbook
D)
a paper
presented at a
professional
conference
Feedback: A tetbook is &s&a$$y a seconda#y so&#ce% T*e tetbook
s&mma#i2es #esea#c* abo&t a s!eci"ic to!ic in t*e co&#se o" !#esenting
in"o#mation abo&t t*e to!ic% A !#ima#y so&#ce is an a#tic$e o# #e!o#t t*at
is w#itten by t*e #esea#c*e#s w*o act&a$$y cond&cted t*e #esea#c* t*at
t*ey desc#ibe%
0 INCORRECT
descriptor combinations
will produce the most
references
A)
peer editing and
peer groups and
writing
instruction
B)
peer editing or
peer groups or
writing
instruction
C)
0peer editing or
peer groups1
and writing
instruction
D)
0peer editing
and peer
groups1 or
writing
instruction
Feedback: T*e Boo$ean o!e#ato# ,o#, te$$s t*e sea#c* engine to $ook "o#
a#tic$es t*at contain any o" t*e te#ms% T*e o!e#ato# ,and, te$$s t*e sea#c*
engine to $ook "o# a#tic$es t*at contain a$$ o" t*e te#ms% T*&s) t*e
maim&m n&mbe# o" a#tic$es wi$$ be "o&nd w*en ,o#, is t*e on$y o!e#ato#
&sed in t*e sea#c*%
3 INCORRECT
The most directly
pertinent information to
read in a literature
review will usually
come from
A)
scholarly books
and journal
articles.
B)
journal articles
and research
reports.
C)
research reports
and the World
Wide Web.
D)
the World Wide
Web and
scholarly books.
Feedback: Fo&#na$ a#tic$es and #esea#c* #e!o#ts a#e by "a# t*e most
common !#ima#y so&#ces o" sc*o$a#$y #esea#c* st&dies%
4 INCORRECT
The primary advantage
that the World Wide
Web has brought to
literature reviews is
A)
more time
efficiency when
conducting a
literature
search.
B)
a strong
classification
system that is
globally
accepted.
C)
increased
certainty that
information is
reliable and
credible.
D)
immediate
access to a wide
variety of
current
materials.
Feedback: T*e +o#$d +ide +eb is a way to 1&ick$y ,!&b$is*, a wide
(a#iety o" c&##ent mate#ia$s% En"o#t&nate$y) since anyone can !&b$is*
t*ese mate#ia$s) t*ey a#e o"ten &n#e$iab$e% Finding good mate#ia$s is time'
cons&ming since a st#ong c$assi"ication system "o# s&c* mate#ia$s *as not
been &ni(e#sa$$y im!$emented on t*e +eb%
5 INCORRECT
best describes how
research should usually
be presented in the
body of a literature
review report
A)
The major
findings of the
study should be
briefly reported.
B)
.ost of the
details of how
the study was
conducted
should be
carefully
described.
C)
The abstract of
the research
should be
paraphrased.
D)
9nly the
reference to the
study should be
provided.
Feedback: T*e em!*asis in a $ite#at&#e #e(iew #e!o#t is on !#o(iding t*e
"indings o" a$$ t*e st&dies t*at di#ect$y !e#tain to t*e #esea#c* !#ob$em% It
is not necessa#y to !#o(ide t*e s!eci"ic detai$s o" a st&dy since a
#e"e#ence s*o&$d be !#o(ided a$ong wit* a s&mma#y o" t*e "indings%
7 INCORRECT
A meta-analysis is a
method researchers use
to
A)
obtain a
complete set of
references
about a
specified topic.
B)
determine the
credibility of
another
researcher,s
conclusions.
C)
combine the
results of
selected studies
of one topic.
D)
verify the
accuracy of
their research
results.
Feedback: A meta'ana$ysis is a met*od #esea#c*e#s &se to a(e#age t*e
#es&$ts o" m&$ti!$e st&dies o" t*e same to!ic% T*e !&#!ose o" t*is is to
estimate t*e e""ect t*at one (a#iab$e may *a(e on anot*e# &sing t*e
e(idence !#o(ided in m&$ti!$e st&dies cond&cted by (a#io&s #esea#c*e#s%
: INCORRECT
3esearchers need to be
familiar with these
three basic types of
sources'
A)
general
references"
historical
resources" and
secondary
resources.
B)
general
references"
primary
resources" and
secondary
resources.
C)
tertiary
references"
primary
resources" and
secondary
resources.
D)
general
references"
primary
resources" and
statistical
resources.
Feedback: >ene#a$ #e"e#ences a#e so&#ces a #esea#c*e# cons&$ts to $ocate
ot*e# so&#ces% C#ima#y so&#ces a#e !&b$ications in w*ic* #esea#c*e#s
#e!o#t t*e #es&$ts o" t*ei# in(estigations% .ost !#ima#y so&#ce mate#ia$ is
$ocated in 6o&#na$ a#tic$es% /econda#y so&#ces #e"e# to !&b$ications in
w*ic* a&t*o#s desc#ibe t*e wo#k o" ot*e#s%
; INCORRECT
is not one of the steps
involved in a literature
review
A)
ignore
secondary
sources
B)
define the
research
problem as
precisely as
possible
C)
select and
peruse one or
two appropriate
general
reference works
D)
obtain and read
relevant
primary sources
Feedback: +*en #e(iewing $ite#at&#e it is im!o#tant to $ook at #e$e(ant
seconda#y so&#ces) as we$$ as to de"ine t*e #esea#c* !#ob$em as !#ecise$y
as !ossib$e) se$ect and !e#&se one o# two a!!#o!#iate gene#a$ #e"e#ence
wo#ks) and obtain and #ead #e$e(ant !#ima#y so&#ces%
1< CORRECT
A good summary of a
journal article should
include
A)
the problem
being
addressed" the
purpose of the
study" the
hypotheses of
the study" the
methodology
the researcher
used" a
description of
the subjects
involved" the
results" and any
strengths"
weaknesses"
and limitations
of the study.
B)
the problem
being
addressed" the
purpose of the
study" the
hypotheses of
the study" the
results" the
conclusions"
and any
strengths"
weaknesses"
and limitations
of the study.
C)
the purpose of
the study" the
hypotheses of
the study" the
methodology
the researcher
used" a
description of
the subjects
involved" the
results" the
conclusions"
and any
strengths"
weaknesses"
and limitations
of the study.
D)
the problem
being
addressed" the
purpose of the
study" the
hypotheses of
the study" the
methodology
the researcher
used" a
description of
the subjects
involved" the
results" the
conclusions"
and any
strengths"
weaknesses"
and limitations
of the study.
Feedback: On$y t*is o!tion inc$&des a$$ t*e im!o#tant com!onents o" a
6o&#na$ a#tic$e s&mma#y%
11 INCORRECT
What are the two main
ways to do a literature
search
A)
interviewing
researchers and
using a manual
approach
B)
electronically
with a computer
and with a 2+A
C)
manually and
electronically
with a computer
D)
none of these
Feedback: Esing a man&a$ a!!#oac*) and sea#c*ing e$ect#onica$$y wit* a
com!&te#%
1- INCORRECT
is an example of a
disadvantage of
searching the World
Wide Web
A)
immediacy
B)
currency
C)
varied formats
D)
lack of
credibility
Feedback: T*e ot*e# answe#s a#e ad(antages%
10 INCORRECT
are the steps involved
in a literature review
A)
define the
research
problem as
precisely as
possible" look at
relevant
secondary
sources" select
and peruse one
or two
appropriate
general
reference
works"
formulate
search terms
pertinent to the
problem or
question of
interest" and
search the
general
preferences for
relevant
primary sources
B)
define the
research
problem as
precisely as
possible" look at
relevant
secondary
sources" select
and peruse one
or two
appropriate
general
reference
works" and
obtain and read
relevant
primary sources
C)
define the
research
problem as
precisely as
possible" look at
relevant
secondary
sources" select
and peruse one
or two
appropriate
general
reference
works"
formulate
search terms
pertinent to the
problem or
question of
interest" search
the general
preferences for
relevant
primary
sources" and
obtain and read
relevant
primary sources
D)
define the
research
problem as
precisely as
possible" look at
relevant
secondary
sources"
formulate
search terms
pertinent to the
problem or
question of
interest" search
the general
preferences for
relevant
primary
sources" and
obtain and read
relevant
primary sources
Feedback: T*e essentia$ ste!s in(o$(ed in a #e(iew o" t*e $ite#at&#e
inc$&de: ?1) de"ining t*e #esea#c* !#ob$em as !#ecise$y as !ossib$eG ?-)
!e#&sing t*e seconda#y so&#ceG ?0) se$ecting and !e#&sing an a!!#o!#iate
gene#a$ #e"e#enceG ?3) "o#m&$ating sea#c* te#msG ?4) sea#c*ing t*e
gene#a$ #e"e#ences "o# #e$e(ant !#ima#y so&#cesG ?5) obtaining and
#eading t*e !#ima#y so&#ces) and noting and s&mma#i2ing key !oints in
t*e so&#ces%
13 CORRECT
Which is $9T a
disadvantage of using a
search engine
A)
variety
B)
disorgani!ation
C)
uncertain
accuracy
D)
irrelevant
information
Feedback: /ea#c* engines !#o(ide (a#iety and com!#e*ensi(enessG t*ey
a$so s&""e# "#om 1&estionab$e acc&#acy) $ack o" o#gani2ation and !#o(ision
o" in"o#mation i##e$e(ant to t*e to!ic%
1 INCORRECT
-ducational researchers
ultimately want the
answer to a research
question to pertain to the
A
)
sample.
B
)
accessible
population.
C)
target population.
D
)
world.
Feedback: T*e ta#get !o!&$ation is t*e g#o&! t*at is o" inte#est to t*e
#esea#c*e#% A #e!#esentati(e sam!$e d#awn "#om t*e accessib$e
!o!&$ation wi$$ a$$ow #esea#c*e#s to gene#a$i2e "#om t*e sam!$e #es&$ts to
t*e accessib$e !o!&$ation) b&t t*e &$timate goa$ is to answe# t*e 1&estion
"o# t*e enti#e !o!&$ation% T*is &s&a$$y #e1&i#es se(e#a$ st&dies wit*
di""e#ent ty!es o" !a#tici!ants so t*at e(ent&a$$y t*e ta#get !o!&$ation
wi$$ *a(e been we$$ #e!#esented%
- INCORRECT
When every member of
the accessible population
has an equal chance of
being selected to
participate in the study"
the researcher is using
A
)
simple random
sampling.
B
)
stratified random
sampling.
C)
convenience
sampling.
D
)
purposive
sampling.
Feedback: A sim!$e #andom sam!$e is one in w*ic* e(e#y membe# o" t*e
!o!&$ation *as an e1&a$ c*ance o" being se$ected to !a#tici!ate in t*e
st&dy%
0 INCORRECT
(f a researcher selected
five schools at random
and then interviewed each
of the teachers in those
five schools" the
researcher used
A
)
simple random
sampling.
B
stratified random
sampling.
)
C)
cluster random
sampling.
D
)
two-stage random
sampling.
Feedback: C$&ste# #andom sam!$ing is w*en a #esea#c*e# se$ects intact
g#o&!s o" indi(id&a$s to !a#tici!ate in t*e st&dy% T*e di""e#ence between
c$&ste# and two'stage sam!$ing is t*at wit* two'stage sam!$ing t*e
c$&ste#s a#e se$ected "i#st) t*en indi(id&a$s a#e se$ected "#om eac* c$&ste#%
In t*is ee#cise) a$$ t*e indi(id&a$s in eac* c$&ste# !a#tici!ated in t*e
st&dy%
3 INCORRECT
Which of the following is
an example of a random
sampling method
A
)
systematic
sampling
B
)
convenience
sampling
C)
purposive sampling
D
)
cluster random
Feedback: C$&ste# #andom is a #andom sam!$ing met*od%
4 CORRECT
The best sample is one
that is
A
)
a systematic
sample.
B
)
convenient.
C)
representative of
the population.
D
)
purposefully
selected.
Feedback: T*e !&#!ose o" sam!$ing is to se$ect a g#o&! o" indi(id&a$s t*at
ade1&ate$y #e!#esents t*e $a#ge# !o!&$ation o" indi(id&a$s% /ome met*ods
o" sam!$ing !#o(ide good sam!$es) b&t #e!#esentation is t*e goa$ in
obtaining a sam!$e%
5 INCORRECT
#uppose that a researcher
conducted a study of
student morale in a
middle school. The
researcher wanted to
generali!e the results to
all middle school students
in the district. 5nder
which of the following
conditions would
ecological generali!ability
have been threatened
A
)
The school is
located in a
wealthy
neighborhood.
B
)
The school is an
all-girls school.
C)
The school is a
private school.
D
)
This is the first
year in a new
school building.
Feedback: Eco$ogica$ gene#a$i2abi$ity *as to do wit* gene#a$i2ing to ot*e#
settings and conditions% A$$ e$se being e1&a$) t*e st&dent mo#a$e in a new
sc*oo$ b&i$ding co&$d be e!ected to be *ig*e# t*an in an o$d) #&n'down
b&i$ding% T*e ot*e# !ossib$e answe#s to t*is 1&estion *a(e to do wit*
!o!&$ation gene#a$i2abi$ity) t*at is) t*e abi$ity to gene#a$i2e to di""e#ent
ty!es o" !eo!$e%
7 INCORRECT
%uestions : to ; refer to
the following research
situation'
A researcher who wanted
to determine the benefits
of using a new beginning
algebra study technique
obtained permission from
a school district to select
<= high school students.
The researcher selected
<= beginning algebra
students at random. The
researcher selected >< of
these <= students to
participate in the new
study program. The
researcher gave a training
session on traditional
study techniques to the
other >< students and
asked them to use these
methods.
The most likely target
population in this study is
A
)
algebra students in
the district.
B
)
all students in the
district.
C)
all algebra
students.
D
)
the >< students
who learned the
new study
techniques.
Feedback: /ince t*e #esea#c* 1&estion is abo&t t*e bene"its o" a new
st&dy tec*ni1&e) t*e #esea#c*e#s wo&$d e(ent&a$$y $ike to know t*e
answe# to t*is 1&estion "o# a$$ beginning a$geb#a st&dents% T*e !o!&$ation
t*e #esea#c*e#s want to answe# t*e #esea#c* 1&estion "o# is t*e ta#get
!o!&$ation% T*e accessib$e !o!&$ation in t*is st&dy consists o" beginning
a$geb#a st&dents in one sc*oo$ dist#ict%
: INCORRECT
The method of sampling
used in the study is
A
)
simple random
sampling.
B
)
stratified random
sampling.
C)
cluster sampling.
D
)
convenience
sampling.
Feedback: E(e#y a$geb#a st&dent in t*e dist#ict *ad an e1&a$ c*ance o"
being se$ected to !a#tici!ate in t*e st&dy% T*e met*od o" sam!$ing &sed
was sim!$e #andom sam!$ing%
; INCORRECT
The greatest threat to
external validity in this
study is
A
)
the division of the
sample into two
groups of ><.
B
)
the use of only <=
students in the
sample.
C)
the use of students
from only one
district.
D
)
the use of only two
different study
techniques.
Feedback: T*e #esea#c*e# wo&$d $ike to know t*e answe# to t*e #esea#c*
1&estion "o# a$$ st&dents w*o st&dy a$geb#a) b&t st&dents "#om on$y one
dist#ict we#e &sed% /ince t*ese st&dents cannot !ossib$y be
#e!#esentati(e o" a$$ st&dents) t*e #esea#c*e# is &nab$e to make b#oad
c$aims based on t*e #es&$ts o" t*is st&dy% T*&s) t*e &se o" on$y one
dist#ict t*#eatens t*e ete#na$ (a$idity o" t*e st&dy%
1< INCORRECT
not an example of a
random sampling method
A
)
systematic
sampling
B
)
stratified random
sampling
C)
simple random
sampling
D
)
cluster random
Feedback: /ystematic sam!$ing is not a #andom sam!$ing met*od%
11 CORRECT
an example of a random
sampling method
A
)
purposive sampling
B
)
two-stage random
sampling
C)
systematic
sampling
D
)
convenience
sampling
Feedback: Two'stage #andom sam!$ing is an eam!$e o" a #andom
sam!$ing met*od%
1- INCORRECT
an example of a
nonrandom sampling
method
A
)
convenience
sampling
B
)
stratified random
sampling
C)
simple random
D
)
cluster random
Feedback: Con(enience sam!$ing is an eam!$e o" a non#andom sam!$ing
met*od%
10 INCORRECT
The purpose of stratified
random sampling is to
make certain that
A
)
every member of
the population has
an equal chance of
being selected for
the sample.
B
)
the sample
proportionately
represents
individuals from
different categories
of the population.
C)
the participants
chosen for the
study are the ones
most likely to react
to the treatment.
D
)
the sample is more
representative of
the target
population than the
accessible
population.
Feedback: +*en a catego#ica$ (a#iab$e can be identi"ied t*at is #e$ated to
t*e de!endent (a#iab$e o# t*e (a#iab$es being st&died) t*e #esea#c*e# can
ens&#e a mo#e #e!#esentati(e sam!$e by se$ecting !a#tici!ants "#om eac*
catego#y% T*ese catego#ies "o#m t*e st#ata% Ca#tici!ants a#e #andom$y
se$ected "#om eac* st#at&m%
13 INCORRECT
2opulation generali!ability
refers to
A
)
conclusions
researchers make
about a random
sample.
B
)
conclusions
researchers make
about information
uncovered in
research study.
C)
the degree to
which a sample
represents the
population of
interest.
D
)
the degree to
which results of a
study can be
extended to other
settings or
conditions.
Feedback: T*e deg#ee to w*ic* a sam!$e #e!#esents t*e !o!&$ation o"
inte#est #e"e#s to !o!&$ation gene#a$i2abi$ity%
14 INCORRECT
The degree to which
results of a study can be
extended to other settings
or conditions describes
A
)
population
generali!ability.
B
)
conclusions
researchers make
about a random
sample.
C)
conclusions
researchers make
about information
uncovered in
research study.
D
ecological
)
generali!ability.
Feedback: Eco$ogica$ gene#a$i2abi$ity #e"e#s to t*e deg#ee to w*ic* t*e
#es&$ts o" a st&dy can be etended to ot*e# settings o# conditions%
Resea#c*e#s m&st make c$ea# t*e nat&#e o" t*e en(i#onmenta$ conditions
Ht*e settingH&nde# w*ic* a st&dy takes !$ace% T*ese conditions m&st be
t*e same in a$$ im!o#tant #es!ects in any new sit&ation in w*ic*
#esea#c*e#s wis* to asse#t t*at t*ei# "indings a!!$y%
1 INCORRECT
(f a researcher interviews
a principal about the
characteristics of the
district superintendent"
the principal is a0n1
A)
unobtrusive
observer.
B)
informant.
C)
research assistant.
D)
objective rater.
Feedback: An in"o#mant is someone w*o !#o(ides t*e #esea#c*e# wit*
in"o#mation abo&t someone e$se%
- INCORRECT
2erformance instruments
are used to measure
A)
behaviors and
attitudes.
B)
interest and
aptitude.
C)
cognitive
achievement.
D)
success on a task.
Feedback: Ce#"o#mance inst#&ments a#e de(ices designed to meas&#e
!#oced&#es o# !#od&cts% A$$ o" t*e ot*e# c*oices in t*is 1&estion a#e
meas&#ed wit* w#itten'#es!onse inst#&ments%
0 INCORRECT
An instrument that could
be used to grade pottery
that students created in a
visual arts class is a0n1
A)
product rating scale.
B)
flowchart.
C)
performance
checklist.
D)
achievement test.
Feedback: C#od&ct #ating sca$es a#e idea$ "o# #ating !#od&cts t*at #es&$t
"#om c#eati(e endea(o#s%
3 INCORRECT
A scale on which opposing
adjectives are presented
is called a
A)
?ikert scale.
B)
sociometric device.
C)
semantic differential.
D)
graphic rating scale.
Feedback: A semantic di""e#entia$ is an inst#&ment t*at o""e#s o!!osing
ad6ecti(es) s&c* as ,sad, and ,*a!!y), and t*en t*e indi(id&a$ indicates
w*e#e t*ey a#e sit&ated between t*e two ad6ecti(es%
4 INCORRECT
An instrument that
identifies how individuals
relate to peers is called
a0n1
A)
interpretive exercise.
B)
personality
inventory.
C)
graphic rating scale.
D)
sociometric device.
Feedback: A sociomet#ic de(ice is an inst#&ment designed to assess t*e
#e$ations*i! among !ee#s% Two s&c* de(ices a#e sociog#ams and g#o&!
!$ay% +it* sociog#ams) t*e c*oices indi(id&a$s make abo&t !ee#s a#e
(is&a$$y #e!#esented by a##ows on a diag#am% +it* g#o&! !$ay) indi(id&a$s
cast !ee#s in (a#io&s #o$es to i$$&st#ate t*ei# inte#!e#sona$ #e$ations*i!s%
5 CORRECT
type of items is not a
selection item
A)
true-false
B)
multiple choice
C)
matching
D)
short answer
Feedback: /*o#t'answe# items a#e s&!!$y items since t*e !a#tici!ant
s&!!$ies a #es!onse) #at*e# t*an se$ects a #es!onse%
7 INCORRECT
9ne researcher classified
the participants as )good")
)average") or )poor)
readers. This researcher
used a0n1
A)
nominal scale.
B)
ordinal scale.
C)
interval scale.
D)
ratio scale.
Feedback: O#dina$ sca$es a#e &sed to !$ace indi(id&a$s in o#de#ed
catego#ies% +e know t*at a !a#tici!ant c$assi"ied as a ,good, #eade# is a
bette# #eade# t*an one c$assi"ied as an ,a(e#age, #eade#) b&t we do not
know *ow m&c* bette#% T*at wo&$d #e1&i#e a 1&antitati(e meas&#e t*at
&ses an inte#(a$ o# #atio sca$e%
: INCORRECT
Which of following is not
one the five types of
researcher-completed
instruments used in
educational research
A)
rating scales
B)
tally sheets
C)
personality or
character inventory
D)
flowcharts
Feedback: A !e#sona$ity o# c*a#acte# in(ento#y is a s&b6ect'com!$eted
inst#&ment%
; INCORRECT
The five types of
researcher-completed
instruments used in
educational research are
A)
rating scales" tally
sheets" flowcharts"
performance
checklists" interview
schedules
B)
questionnaires" tally
sheets" flowcharts"
performance
schedules
sheets" personality
C) inventory"
performance
schedules
D)
sheets" flowcharts"
performance
checklists"
personality inventory
Feedback: =&estionnai#es and !e#sona$ity in(ento#ies a#e com!$eted by
t*e s&b6ect%
1< INCORRECT
Which of following is one
type of subject-completed
instrument used in
educational research
A)
tally sheets
B)
performance tests
C)
interview scales
D)
performance
checklists
Feedback: Ta$$y s*eets) inte#(iew sca$es) and !e#"o#mance c*eck$ists a#e
#esea#c*e#'com!$eted inst#&ments%
11 INCORRECT
The six types of subject-
completed instruments
used in educational
research are
A)
rating scales"
achievement tests"
projective devices"
sociometric devices"
questionnaires" self-
checklists
B)
anecdotal records"
projective devices"
checklists" attitude
scales
C)
time-and-motion
logs" achievement
tests" projective
devices" sociometric
devices"
questionnaires"
attitude scales
D)
achievement tests"
projective devices"
checklists" attitude
scales
Feedback: T*e si inst#&ments a#e: ac*ie(ement tests) !#o6ecti(e de(ices)
sociomet#ic de(ices) 1&estionnai#es) se$"'c*eck$ists) and attit&de sca$es%
Re(iew t*e detai$s o" eac* o" t*e si ty!es o" s&b6ect'com!$eted
inst#&ments on !age 1-0 o" t*e tet%
1- INCORRECT
)A student scored at the
:<th percentile of fifth
graders who took this
exam) is an example of
which type of evaluation
statement
A)
criterion-referenced
B)
norm-referenced
C)
scale-referenced
D)
none of these
Feedback: A no#m'#e"e#enced inst#&ment is an inst#&ment t*at !e#mits
com!a#ison o" an indi(id&a$ sco#e to t*e sco#es o" a g#o&! o" indi(id&a$s
on t*at same inst#&ment%
10 INCORRECT
not one of the four types
of measurement scales
used in educational
research
A)
ratio
B)
nominal
C)
interval
D)
criterion
Feedback: C#ite#ion #e"e#s to a ty!e o" inst#&ment o# (a#iab$e%
13 INCORRECT
This type of measurement
scale involves the use of
numbers to represent
equal distances from a
known !ero point.
A)
nominal
B)
interval
C)
ratio
ordinal
D)
Feedback: A #atio sca$e in(o$(es t*e &se o" n&mbe#s to #e!#esent e1&a$
distances "#om a known 2e#o !oint% A nomina$ sca$es in(o$(e t*e &se o"
n&mbe#s to indicate membe#s*i! in one o# mo#e catego#ies% Inte#(a$
sca$es in(o$(e t*e &se o" n&mbe#s to #e!#esent e1&a$ inte#(a$s in di""e#ent
segments on a contin&&m% O#dina$ sca$es in(o$(e t*e &se o" n&mbe#s to
#ank o# o#de# sco#es "#om *ig* to $ow%
14 INCORRECT
A grade equivalent score
is
A)
the average test
score for a grade
level.
B)
the score 7=@ of
students in a grade
should attain.
C)
the grade level at
which the test taker
performed.
D)
the grade in which
the test was taken
by an individual.
Feedback: A g#ade e1&i(a$ent sco#e is a sco#e t*at indicates t*e g#ade
$e(e$ "o# w*ic* a !a#tic&$a# !e#"o#mance ?sco#e) is ty!ica$%
1 INCORRECT
statements most likely
involves using data in a way
that is not valid
A
)
5niversity data indicate
that the highest paid
professors have the
most publications.
B
)
#tudents who can type
more than 7= words
per minute will receive
a typing award.
C
)
All of the teachers
interviewed described
the principal as
)outstanding.)
D
)
A teacher uses self
evaluations to grade
writing ability
Feedback: T*e g#ades t*e teac*e# assigns a#e s&!!osed to indicate
ac*ie(ement in t*e c$ass% /ince t*e teac*e# does not assign any g#ades
$ess t*an ,B), a (a$id in"e#ence abo&t a st&dent@s ac*ie(ement in t*e c$ass
cannot be made%
- CORRECT
content-related evidence of
validity
A
)
Test items are at an
appropriate reading
level.
B
)
9bserved participant
characteristics are
consistent with
responses on a scale.
C
)
#cores obtained on two
administrations of the
instrument are
consistent.
D
)
#cores are correlated
with scores obtained on
another instrument.
Feedback: Content'#e$ated e(idences o" (a$idity inc$&de content in t*e
test t*at is consistent wit* w*at t*e #esea#c*e# *o!es to meas&#e) as we$$
as a!!#o!#iate inst#&ctions) "o#mat) #eading $e(e$) and ot*e# test
c*a#acte#istics%
0 INCORRECT
The best construct-related
evidence of validity comes
from
A
)
a series of studies of
the instrument.
B
)
a validity coefficient
that is near =.
C
)
careful review of the
instrument by experts.
D
)
data-based predictions
that prove to be true.
Feedback: Const#&ct'#e$ated e(idence o" (a$idity can be estab$is*ed on$y
a"te# a b#oad se#ies o" st&dies o" t*e inst#&ment% A const#&ct is a
catego#i2ation o" c*a#acte#istics t*at is o"ten com!$e% T*e &se o" e!e#t
o!inion) obse#(ations) c#ite#ion c*ecks) and ot*e# met*ods s*o&$d be
&sed to estab$is* t*at t*e sco#es o" an inst#&ment acc&#ate$y #e"$ect
w*e#e t*e indi(id&a$ s*o&$d be !$aced on a sca$e o" t*e const#&ct%
3 INCORRECT
statements accurately
portrays the relationship of
reliability to validity
A
)
(nferences must be
valid before the scores
can be reliable.
B
)
#cores must be reliable
before inferences can
be valid.
C
)
The more valid the
inference is" the higher
the reliability of the
score must be.
D
)
#core reliability is not
related to inference
validity.
Feedback: It is im!ossib$e to make (a$id in"e#ences wit* sco#es t*at a#e
not #e$iab$e% I" an inst#&ment !#od&ces (a#ying #es&$ts "o# t*e same
indi(id&a$) t*en t*e#e is no way to dete#mine w*at sco#e is t*e best
indicato# o" t*e c*a#acte#istics o" t*e indi(id&a$%
4 INCORRECT
Which of the following is most
likely to be the alternate
forms reliability coefficient for
a well-established
standardi!ed test
A
)
-=.;A
B
)
B=.CD
C
)
B=.7;
D
)
B6.C>
Feedback: Re$iabi$ity coe""icients a#e !ositi(e and cannot eceed <% T*e
mo#e #e$iab$e a test is) t*e c$ose# t*e coe""icient is to <%
5 INCORRECT
.easurement error cannot be
assessed by
A
)
giving the instrument
to the same group
twice.
B
)
comparing scores on
different parts of the
instrument.
C
)
giving the instrument
to two different groups.
D
)
giving two forms of the
instrument to the same
group.
Feedback: .eas&#ement e##o# can be assessed by #etesting) a$te#nate
"o#ms andAo# inte#na$ consistency% Esing two di""e#ent g#o&!s does not
!#o(ide mo#e t*an one sco#e "o# an indi(id&a$%
7 CORRECT
An expectancy table is shown
below.
Obse#(e
#@s
be*a(io
# #ating
Disci!$ina#y
Action is Taken
9fte
n
#ometi
mes
$eve
r
-xcellent D C A
Typical 6A 8 66
2roblem & : >
What numbers put in place of
)A") )8") and )&) would
provide the best criterion-
related evidence of validity
A
A E D>" 8 E >" & E 7
)
B
)
A E :6" 8 E A7" & E C;
C
)
A E C" 8 E A" & E 7
D
)
A E 6" 8 E D" & E <6
Feedback: C#ite#ion'#e$ated e(idence is !#o(ided i" t*e "#e1&ency o"
disci!$ina#y action is consistent wit* t*e obse#(e#@s #ating o" be*a(io#%
T*&s) most st&dents w*o ne(e# e!e#ience disci!$ina#y action s*o&$d ea#n
an ,ece$$ent, #ating%/imi$a#$y) most st&dents w*o *a(e ty!ica$ be*a(io#
sometimes need disci!$ine) and most o" t*ose w*o a#e "#e1&ent$y
disci!$ined s*o&$d be obse#(ed as *a(ing ,!oo#, be*a(io#% Note t*at t*e
*ig*est "#e1&encies a#e on a diagona$ in t*e tab$e% T*is is w*at we s*o&$d
e!ect "o# st#ong c#ite#ion'#e$ated e(idence%
: INCORRECT
What are the two forms of
criterion-related validity
A
)
correlational and
content
B
)
predictive and
correlational
C
)
predictive and
concurrent
D
)
criterion and predictive
Feedback: Content and c#ite#ion bot* #e"e# to ot*e# ty!es o" (a$idity%
Co##e$ation is a means o" ana$ysis%
; INCORRECT
To obtain evidence of
predictive validity a
researcher will have to
A
)
consult another
researcher.
B
)
review all of the
instruments.
C
)
gather instrument data
and criterion data at
nearly the same time.
D
)
allow a time interval to
elapse between
administration of the
instrument and
obtaining the criterion
scores.
Feedback: T*e #esea#c*e# m&st a$$ow a time inte#(a$ to e$a!se between
administ#ation o" t*e inst#&ment and obtaining t*e c#ite#ion sco#es%
1< INCORRECT
A researcher administers a
history aptitude test to a
group of middle school
students and later compares
their test scores with their
end-of-the-semester grade in
history. This is an example of
obtaining evidence of
A
)
predictive validity.
B
)
concurrent validity.
C
)
content related
evidence of validity.
D
)
all of these
Feedback: Conc&##ent (a$idity #e"e#s to gat*e#ing inst#&ment data and
c#ite#ion data at nea#$y t*e same time% Content'#e$ated e(idence o"
(a$idity desc#ibes a ty!e o" e(idence%
11 INCORRECT
Which of the following is $9T
one of the three best-known
ways to obtain a reliability
coefficient
A
)
test-retest
B
)
equivalent forms
C
)
internal consistency
D
)
concurrent
Feedback: Conc&##ent #e"e#s to (a$idity) t*e !#ocess o" gat*e#ing
inst#&ment data and c#ite#ion data at nea#$y t*e same time% Test'#etest)
e1&i(a$ent "o#ms) and inte#na$ consistency a#e t*e t*#ee best'known
ways to obtain a #e$iabi$ity coe""icient%
1- INCORRECT
Which of the following are the
three best known ways to
obtain a reliability coefficient
A
)
predictive" concurrent"
and equivalent forms
B
)
test-retest" equivalent
forms" and internal
consistency
C
)
test-retest" concurrent"
and equivalent forms
Feedback: Test'#etest) e1&i(a$ent "o#ms) and inte#na$ consistency a#e t*e
t*#ee best known ways to obtain a #e$iabi$ity coe""icient% C#edicti(e and
conc&##ent #e"e# to t*e two "o#ms o" c#ite#ion'#e$ated (a$idity%
10 INCORRECT
To obtain evidence of
concurrent validity a
researcher will have to
A
)
consult another
researcher.
B
)
review all of the
instruments.
C
)
gather instrument data
and criterion data at
nearly the same time.
D
)
allow a time interval to
elapse between
administration of the
instrument and
obtaining the criterion
scores.
Feedback: To obtain e(idence o" conc&##ent (a$idity a #esea#c*e# wi$$
*a(e to gat*e# inst#&ment data and c#ite#ion data at nea#$y t*e same
time% A$$owing a time inte#(a$ to e$a!se between administ#ation o" t*e
inst#&ment and obtaining t*e c#ite#ion sco#es is an eam!$e o" !#edicti(e
(a$idity%
13 CORRECT
(f a researcher wishes to
obtain content-related
evidence of validity" a
common way to do this is to
A
)
have a friend look over
the instrument and give
feedback.
B
)
obtain a Fuder-
3ichardson analysis.
C
)
review the instrument
very carefully.
D
)
have an individual who
knows enough about
what is to be measured
review the content and
format of the
instrument and judge
whether it is
appropriate.
Feedback: Neit*e# a "#iend o# t*e #esea#c*e#@s #e(iew is s&""icient% A
I&de#'Ric*a#dson ana$ysis !e#tains to #e$iabi$ity%
14 INCORRECT
What are the three main
types of evidence on validity
that a researcher might
collect
A
)
content-related"
criterion-related on"
construct-related
B
)
historical" criterion-
related
C
)
content-related"
laboratory" construct-
related
D
)
content-related"
criterion-related"
observation-related
Feedback: 9isto#ica$ e(idence) $abo#ato#y e(idence) and obse#(ation
e(idence a#e not conside#ed one o" t*e main catego#ies o" e(idence
co$$ected%
1 INCORRECT
Which of the following is a question
of internal validity in experimental
research
A)
*ow widely can the results of
the experiment be
generali!ed
B)
*as maturation influenced the
dependent variable
C)
Was the sample
representative of the
population
D)
Will replication in another
setting result in the same
findings
Feedback: Inte#na$ (a$idity *as to do wit* t*e in"$&ence o" et#aneo&s
(a#iab$es on t*e de!endent (a#iab$e% A$$ o" t*e ot*e# c*oices *e#e *a(e to
do wit* ete#na$ (a$idity%
- INCORRECT
The threat of )subject
characteristics) refers to
differences among subjects on a0n1
A)
treatment variable.
B)
independent variable.
C)
dependent variable.
D)
extraneous variable.
Feedback: /&b6ect c*a#acte#istics a#e a t*#eat to inte#na$ (a$idity beca&se
t*e#e a#e c*a#acte#istics ot*e# t*an t*ose identi"ied as t*e inde!endent
(a#iab$e t*at can in"$&ence t*e de!endent (a#iab$e% C*anges mig*t be
obse#(ed in t*e de!endent (a#iab$e t*at a#e att#ib&ted to t*e inde!endent
(a#iab$e b&t act&a$$y a#e d&e to ot*e# c*a#acte#istics o" t*e !a#tici!ants%
0 INCORRECT
3egression to the mean is most
likely to be a threat to internal
validity when
A)
participants are selected on
the basis of extreme scores.
B)
factors external to the study
influence the outcomes in the
study.
the characteristics of the data
C) collector influence the
measurement process.
D)
only one rater is used to score
all the tests used in the study.
Feedback: +*en !a#tici!ants a#e se$ected "o# st&dy on t*e basis o" *ig*
o# $ow sco#es on a test) t*e net time t*ese !a#tici!ants a#e tested t*e
sco#es a#e $ike$y to be $ess et#eme) e(en i" t*e inde!endent (a#iab$e is
not in"$&encing t*e de!endent (a#iab$e%
3 INCORRECT
?ocation is a threat to internal
validity when
A)
different groups receive the
intervention in different
environments.
B)
all groups receive the
intervention in the same
location at different times.
C)
all groups are tested in
disruptive conditions.
D)
the research is conducted in
unfamiliar surroundings.
Feedback: I" two g#o&!s t*at a#e being com!a#ed !a#tici!ate in t*e
e!e#iment in di""e#ent en(i#onments) t*e c*anges obse#(ed in t*e
de!endent (a#iab$e may be t*e #es&$t o" t*e di""e#ences in t*e
en(i#onments #at*e# t*an di""e#ences in t*e $e(e$s o" t*e inde!endent
(a#iab$e%
4 INCORRECT
When a pretest influences scores
on a posttest" it is known as a0n1
A)
instrumentation threat.
B)
testing threat.
C)
regression threat.
D)
implementation threat.
Feedback: A testing t*#eat to inte#na$ (a$idity occ&#s w*en a !#etest
c*anges sco#es on a !osttest% T*e c*ange in sco#es "#om one time o"
testing to t*e ot*e# may be att#ib&ted to an inte#(ention t*at occ&##ed
between t*e two tests%
5 INCORRECT
Which of the following situations
provides an example of the
*awthorne effect
A)
.ost of the superintendents
did not respond to the survey
they were sent.
B)
#everal teachers refused to
cooperate with the researcher
during a study.
A principal provided an overly
optimistic report of his school
C)
in an interview.
D)
#tudents paid more attention
than usual to the teacher
during an experiment.
Feedback: T*e 9awt*o#ne e""ect occ&#s w*en !a#tici!ants in a st&dy
c*ange be*a(io#s beca&se t*ey a#e !a#tici!ating in a st&dy% T*is is
&s&a$$y att#ib&ted to t*e et#a attention t*at is being gi(en to t*e
!a#tici!ants%
7 CORRECT
Which describes the history threat
A)
different individual
experiences
B)
test anxiety
C)
unexpected events
D)
improper instrument
administration
Feedback: E(ents t*at can a""ect g#o&!s di""e#ent$y is t*e de"inition o"
*isto#y t*#eat
: INCORRECT
$o matter how careful a researcher
is in selecting subjects it happens
that some subjects leave as the
study progresses. This loss is
known as
A)
mortality threat.
B)
history threat.
C)
maturation threat.
D)
subject attitude.
Feedback: .o#ta$ity t*#eat #e"e#s to t*e t*#eat o" s&b6ect $ea(ing t*e
st&dy o(e# time% 9isto#y t*#eat desc#ibes an &n!$anned o# &nantici!ated
e(ent occ&##ing d&#ing t*e co&#se o" t*e st&dy t*at can a""ect t*e
#es!onses o" t*e s&b6ects% .at&#ation t*#eat desc#ibes "acto#s t*at a#e
associated wit* t*e !assing o" time) s&c* as aging% /&b6ect attit&de
desc#ibes t*e way in w*ic* s&b6ects (iew a st&dy and t*ei# !a#tici!ation
in t*e st&dy%
; ENAN/+ERED
The particular location in which
data are collected or in which the
intervention is carried out describes
which type of threat
A)
history threat
B)
maturation threat
C)
subject attitude
D)
location threat
1< INCORRECT
(f the nature of the instrument or
scoring procedure changes in some
way or another" which type of
threat is this
A)
subject attitude
B)
instrument decay
C)
location threat
D)
data collector bias
Feedback: I" t*e nat&#e o" t*e inst#&ment o# sco#ing !#oced&#e c*anges in
some way) t*e#e is inst#&ment decay% /&b6ect attit&de desc#ibes t*e way
in w*ic* s&b6ects (iew a st&dy and t*ei# !a#tici!ation in t*e st&dy% T*e
t*#eat o" $ocation desc#ibes t*e !a#tic&$a# $ocation in w*ic* t*e data a#e
co$$ected) o# in w*ic* t*e inte#(ention is ca##ied o&t% Data co$$ecto# bias
#e"e#s to be*a(io#s t*at may in"$&ence test taking%
11 INCORRECT
#tandardi!ing conditions" obtaining
more information on details" and
choosing the appropriate design
are three general techniques used
to control for which types of threat
to internal validity
A)
location" subject attitude" and
regression
B)
location" history" and
regression
C)
location" subject attitude" and
implementation
D)
subject attitude" history" and
maturation
Feedback: T*e t*#ee tec*ni1&es do not cont#o$ "o# #eg#ession) *isto#y) o#
mat&#ation t*#eats%
1- INCORRECT
(f a researcher wanted to control
against instrumentation threats
which of the following will not help
A)
standardi!e conditions
B)
obtain more information on
details
obtain more information on
C)
subjects
D)
choose appropriate design
Feedback: /tanda#di2ing conditions) obtaining mo#e in"o#mation on
detai$s) and design can a$$ *e$!% .o#e in"o#mation on s&b6ects wi$$ not
*e$! cont#o$ t*is t*#eat%
10 CORRECT
(n most studies" the most difficult
threat to control is
A)
data collector bias
B)
implementation
C)
mortality
D)
location
Feedback: .o#ta$ity is most di""ic&$t to cont#o$ beca&se t*e #esea#c*e# can
do $itt$e abo&t it ece!t to kee! t#ack o" its etent%
13 INCORRECT
When subjects are given increased
attention and recognition because
they are participating in a study"
their responses may be affected.
This is known as the
A)
maturation threat.
B)
practice effect.
C)
*awthorne effect.
D)
none of these
Feedback: +*en s&b6ects a#e gi(en inc#eased attention and #ecognition
beca&se t*ey a#e !a#tici!ating in a st&dy) t*ei# #es!onses may be
a""ected% T*is desc#ibes t*e 9awt*o#ne e""ect% .at&#ation t*#eat
desc#ibes "acto#s t*at a#e associated wit* t*e !assing o" time) s&c* as
aging% T*e &seo" a !#etest in inte#(ention st&dies c#eates a !#actice e""ect
t*at can a""ect t*e #es!onses o" s&b6ects%
14 INCORRECT
Whenever a group is selected
because of unusually high or low
performance on a pretest" it will"
on average" score closer to the
mean on subsequent testing"
regardless of what transpires in the
meantime. What type of threat
does this describe
A)
*awthorne effect
B)
maturation threat
C)
practice effect
D)
regression threat
Feedback: +*ene(e# a g#o&! is se$ected beca&se o" &n&s&a$$y *ig* o# $ow
!e#"o#mance on a !#etest) it wi$$) on a(e#age) sco#e c$ose# to t*e mean on
s&bse1&ent testing #ega#d$ess) o" w*at t#ans!i#es in t*e meantime% T*is
desc#ibes t*e #eg#ession t*#eat% +*en s&b6ects a#e gi(en inc#eased
attention and #ecognition beca&se t*ey a#e !a#tici!ating in a st&dy) t*ei#
#es!onses may be a""ected: T*is desc#ibes t*e 9awt*o#ne e""ect%
.at&#ation t*#eat desc#ibes "acto#s t*at a#e associated wit* t*e !assing
o" time) s&c* as aging% C#actice e""ect desc#ibes t*e &se o" a !#etest in
inte#(ention st&dies t*&s c#eating a !#actice e""ect t*at can a""ect t*e
#es!onses o" s&b6ects
1 INCORRECT
Which of the following is definitely a
statistic
A)
the median family income in the
5nited #tates
B)
the mean number of absences per
day in one school district during
one school year
C)
the range of running times at the
8oston .arathon
D)
the percentage of defective units in
a random sample of units produced
at a manufacturing plant
Feedback: A statistic is an inde "o# a c*a#acte#istic o" a sam!$e% A
!a#amete# is an inde "o# a c*a#acte#istic o" a !o!&$ation% T*e #andom
sam!$e o" &nits !#od&ced at a man&"act&#ing !$ant is de"inite$y a sam!$e)
w*e#eas t*e ot*e# desc#i!tions a#e most $ike$y abo&t a !o!&$ation o"
inte#est%
- INCORRECT
Which of the following is an example of
categorical data
A)
ages of volunteers at a community
service center
B)
!ip codes of shoppers at an
appliance store
C)
#AT scores of students who took
the #AT in .arch
D)
square footage of high school
gymnasiums in $ebraska
Feedback: Ji! codes a#e not 1&antities) t*ey a#e $abe$s t*at identi"y a
#egion w*e#e an add#ess is $ocated% T*&s) 2i! codes a#e catego#ica$ data%
A$$ o" t*e ot*e# eam!$es o" data #e"e# to 1&antities%
0 INCORRECT
The median is a better index of central
tendency than the mean when the
distribution is
A)
symmetrical.
B)
skewed.
C)
normal.
D)
bimodal.
Feedback: A skewed dist#ib&tion is asymmet#ica$% T*e mean is not a good
meas&#e o" cent#a$ tendency "o# s&c* dist#ib&tions beca&se it is
in"$&enced by t*e (a$&es in t*e tai$ o" t*e dist#ib&tion% T*e median is t*e
cente# sco#e in an o#de#ed $ist o" sco#es) so it is not *ea(i$y in"$&enced by
et#eme sco#es%
3 INCORRECT
What percentage of the scores is
contained in the box in a boxplot
A)
AC@
B)
<=@
C)
D7@
D)
6==@
Feedback: T*e bo in a bo!$ot sta#ts at t*e "i#st 1&a#ti$e and ends at t*e
t*i#d 1&a#ti$e% T*e "i#st 1&a#ti$e is t*e sco#e t*at *as -4K o" t*e sco#es
beneat* it% T*e t*i#d 1&a#ti$e is t*e sco#e t*at *as 74K o" t*e sco#es
beneat* it% T*&s) 4<K o" t*e sco#es a#e contained wit*in t*e bo%
4 INCORRECT
What is the ! score for a raw score of C=
that comes from a distribution with a
mean of <= and a standard deviation of
<
A)
->
B)
-6
C)
6
D)
>
Feedback: A 2 sco#e is a standa#d sco#e t*at !#o(ides t*e distance "#om
t*e mean in standa#d de(iation &nits% In t*is eam!$e) a #aw sco#e o" 3<
is 1< !oints be$ow t*e mean o" 4<% /ince t*e standa#d de(iation is 4
!oints) 3< is - standa#d de(iations be$ow t*e mean% T*e 2 sco#e "o# a #aw
sco#e o" 3< is '-%
5 INCORRECT
Which of the following correlations would
be the most likely value of 2earson,s r
for the relationship of the time spent
practicing typing to the number of errors
made on a typing test
A)
-=.<<
B)
=
C)
=.7>
D)
6.C:
Feedback: +e wo&$d e!ect t*at as a !e#son s!ends mo#e time !#acticing
ty!ing) t*e !e#son@s ty!ing ski$$s wi$$ im!#o(e% T*is s*o&$d be #e"$ected in
"ewe# e##o#s on t*e ty!ing test% T*at is) t*e time s!ent !#acticing ty!ing is
in(e#se$y #e$ated to t*e n&mbe# o" e##o#s made on t*e ty!ing test% T*&s)
t*e co##e$ation "o# t*e #e$ations*i! among t*ese (a#iab$es is negati(e%
7 INCORRECT
A crossbreak table is used for analy!ing
the data obtained for
A)
one categorical variable.
B)
one quantitative variable.
C)
two categorical variables.
D)
two quantitative variables.
Feedback: A c#ossb#eak tab$e can be &sed to dis!$ay t*e "#e1&ency o"
occ&##ence in catego#ies "o# two catego#ica$ (a#iab$es at once% T*is ty!e
o" dis!$ay can be &sed to detect #e$ations*i!s between t*e two
catego#ica$ (a#iab$es%
: INCORRECT
When researchers summari!e the
information contained in many scores
with just a few indices" such as the
mean or median" and these are
calculated for a sample drawn from a
population" they are called
A)
statistics.
B)
parameters.
C)
modes.
D)
analysis.
Feedback: /tatistics desc#ibes indices t*at a#e ca$c&$ated "o# a sam!$e
d#awn "#om a !o!&$ation% Ca#amete#s #e"e# to indices w*en t*ey a#e
ca$c&$ated "#om t*e enti#e !o!&$ation% T*e mode desc#ibes a !a#tic&$a#
statistic% Ana$ysis #e"e#s to t*e abst#act se!a#ation o" a w*o$e into its
!a#ts "o# st&dy%
; INCORRECT
When indices such as the mean or
median are calculated from the entire
population" they are called
A)
medians.
B)
parameters.
C)
statistics.
D)
means.
Feedback: +*en indices s&c* as t*e mean o# median a#e ca$c&$ated "#om
t*e enti#e !o!&$ation) t*ey a#e ca$$ed !a#amete#s% .edian #e"e#s to t*e
midd$e (a$&e in a dist#ib&tion% /tatistics desc#ibes indices s&c* as mean
o# median t*at a#e ca$c&$ated "o# a sam!$e d#awn "#om a !o!&$ation% .ean
desc#ibes *a(ing an inte#mediate (a$&e between two et#emes%
1< INCORRECT
9f the two fundamental types of
numerical data" those which differ in
kind are called
A)
quantitative.
B)
statistical.
C)
categorical.
D)
parameters.
Feedback: Catego#ica$ data di""e# in kind) not in deg#ee o# amo&nt%
=&antitati(e data di""e# in deg#ee o# amo&ntG 1&a$itati(e does not #e"e# to
eit*e# o" t*e two "&ndamenta$ ty!es o" data%
11 INCORRECT
9f the two fundamental types of
numerical data" those which differ in
degree or amount and are reported in
terms of numbers and values are called
A)
quantitative.
B)
statistical.
C)
categorical.
D)
parameters.
Feedback: =&antitati(e data di""e# in deg#ee o# amo&nt and a#e #e!o#ted
in te#ms o" n&mbe#s and (a$&es% =&a$itati(e does not #e"e# to eit*e# o" t*e
two "&ndamenta$ ty!es o" data% Catego#ica$ data di""e# in kind) not deg#ee
o# amo&nt%
1- INCORRECT
$ormal distribution is best described
when
A)
researchers draw a smooth curve
instead of the series of straight
lines in a frequency polygon.
B)
the tail of the distribution trails off
to the left" in the direction of the
lower" more negative" score values.
C)
to the right" in the direction of the
higher" more positive" score values.
D)
the large majority of scores are
concentrated in the middle of the
distribution" and the scores
decrease in frequency the father
away from the middle they are.
Feedback: T*e $a#ge ma6o#ity o" sco#es a#e concent#ated in t*e midd$e o"
a no#ma$ dist#ib&tion) and t*e sco#es dec#ease in "#e1&ency t*e "at*e#
away "#om t*e midd$e t*ey a#e% +*en #esea#c*e#s d#aw a smoot* c&#(e
instead o" t*e se#ies o" st#aig*t $ines in a "#e1&ency !o$ygon) t*ese
smoot* c&#(es a#e known as dist#ib&tion c&#(es% +*en t*e tai$ o" t*e
dist#ib&tion t#ai$s o"" to t*e $e"t) in t*e di#ection o" t*e $owe#) mo#e
negati(e) sco#e (a$&es) t*is is known as a negati(e$y skewed dist#ib&tion%
+*en t*e tai$ o" t*e dist#ib&tion t#ai$s o"" to t*e #ig*t) in t*e di#ection o"
t*e *ig*e#) mo#e !ositi(e) sco#e (a$&es) t*is is known as a !ositi(e$y
skewed dist#ib&tion%
10 INCORRECT
What is the mode in the following
distribution ><" 6:" >A" >A" >C" ><" >A
A)
><
B)
>A
C)
6:
D)
>C
Feedback: -0 is t*e most "#e1&ent sco#e in t*e dist#ib&tion) and t*e mode
desc#ibes t*e most "#e1&ent$y occ&##ing sco#e% -4 occ&#s on$y twiceG 17
occ&#s on$y onceG -3 occ&#s on$y once% 13% Dist#ib&tion c&#(es a#e best
desc#ibed w*en
13 INCORRECT
+istribution curves are best described
when
A)
B)
C)
researchers draw a smooth curve
instead of the series of straight
lines in a frequency polygon.
D)
away from the middle.
Feedback: +*en #esea#c*e#s d#aw a smoot* c&#(e instead o" t*e se#ies o"
st#aig*t $ines in a "#e1&ency !o$ygon) t*ese smoot* c&#(es a#e known as
dist#ib&tion c&#(es% +*en t*e tai$ o" t*e dist#ib&tion t#ai$s o"" to t*e $e"t)
in t*e di#ection o" t*e $owe#) mo#e negati(e) sco#e (a$&es) t*is is known
as a negati(e$y skewed dist#ib&tion% +*en t*e tai$ o" t*e dist#ib&tion
t#ai$s o"" to t*e #ig*t) in t*e di#ection o" t*e *ig*e#) mo#e !ositi(e) sco#e
(a$&es) t*is is known as a !ositi(e$y skewed dist#ib&tion% +*en t*e $a#ge
ma6o#ity o" sco#es a#e concent#ated in t*e midd$e o" t*e dist#ib&tion and
t*e sco#es dec#ease in "#e1&ency t*e "at*e# away "#om t*e midd$e) t*is is
known as a no#ma$ dist#ib&tion%
14 INCORRECT
A negatively skewed distribution is best
described when
A)
B)
C)
away from the middle.
D)
when researchers draw a smooth
curve instead of the series of
straight lines in a frequency
polygon.
Feedback: +*en t*e tai$ o" t*e dist#ib&tion t#ai$s o"" to t*e $e"t) in t*e
di#ection o" t*e $owe#) mo#e negati(e) sco#e (a$&es) t*is is known as
negati(e$y skewed% +*en t*e tai$ o" t*e dist#ib&tion t#ai$s o"" to t*e #ig*t)
in t*e di#ection o" t*e *ig*e#) mo#e !ositi(e) sco#e (a$&es) t*is is known
as !ositi(e$y skewed% +*en t*e $a#ge ma6o#ity o" sco#es a#e concent#ated
in t*e midd$e o" t*e dist#ib&tion) and t*e sco#es dec#ease in "#e1&ency t*e
"at*e# away "#om t*e midd$e) t*is is known as a no#ma$ dist#ib&tion%
+*en #esea#c*e#s d#aw a smoot* c&#(e instead o" t*e se#ies o" st#aig*t
$ines in a "#e1&ency !o$ygon) t*ese smoot* c&#(es a#e known as
dist#ib&tion c&#(es%
1 INCORRECT
A sampling distribution is a distribution of
A
)
study participants.
B
)
statistics.
C
)
parameters.
D
)
raw scores.
Feedback: A sam!$ing dist#ib&tion is a dist#ib&tion o" statistics% T*e
sam!$ing dist#ib&tion can be c#eated by #e!eated$y d#awing #andom
sam!$es "#om a !o!&$ation and t*en ca$c&$ating a statistic "o# eac*
sam!$e% Fo# eam!$e) #andom sam!$es o" 0< sco#es co&$d be d#awn "#om a
!o!&$ation o" test sco#es) and t*en t*e mean co&$d be ca$c&$ated "o# eac*
sam!$e% T*e dist#ib&tion o" t*e means ca$c&$ated "o# a$$ t*e sam!$es is t*e
sam!$ing dist#ib&tion o" means% Tec*nica$$y) t*e sam!$ing dist#ib&tion is
"o#med "#om an in"inite n&mbe# o" #andom sam!$es d#awn "#om t*e
!o!&$ation% In !#actice) we c*oose on$y one #andom sam!$e and t*en
com!a#e a statistic ca$c&$ated "#om t*is sam!$e to t*e t*eo#etica$
sam!$ing dist#ib&tion%
- INCORRECT
(n a normal distribution" ;<@ of the scores
are within B or -
A
)
one standard deviation of the mean.
B
)
two standard deviations of the
mean.
C
)
three standard deviations of the
mean.
D
)
four standard deviations of the
mean.
Feedback: In a no#ma$ dist#ib&tion) 5:K o" t*e sco#es a#e wit*in one
standa#d de(iation o" t*e mean) ;4K a#e wit*in two standa#d de(iations
o" t*e mean) and ;;%7K a#e wit*in t*#ee standa#d de(iations o" t*e
mean%
0 INCORRECT
The standard deviation of a statistic is
called
A
)
the standard error.
B
)
the sampling error.
C
)
a quartile.
D
)
a confidence interval.
Feedback: T*e statistic ca$c&$ated "#om a #andom sam!$e (a#ies "#om one
#andom sam!$e to anot*e#% An inde o" t*is (a#iabi$ity is t*e standa#d
de(iation o" t*e statistic) known as t*e standa#d e##o#% /ince t*e standa#d
e##o# is t*e standa#d de(iation o" a statistic) it is a$so t*e standa#d
de(iation obse#(ed in t*e sam!$ing dist#ib&tion) w*ic* is a dist#ib&tion o"
a statistic%
3 INCORRECT
Which of the following is an example of a
null hypothesis
A
)
.otivation is not related to
achievement.
B
)
*ighly motivated people are more
likely to be successful than those
with low motivation.
C
*ighly motivated people are less
likely to be successful than those
)
with low motivation.
D
)
.otivation is related to achievement.
Feedback: A #esea#c* *y!ot*esis ?as in d) c) and D% is a statement abo&t
t*e e!ected di""e#ence between g#o&!s o# a #e$ations*i! among
(a#iab$es% T*e n&$$ *y!ot*esis is t*e o!!osite o" t*is) and is instead a
statement o" no di""e#ence o# no #e$ations*i!% I" a #esea#c*e# can #e6ect
t*e n&$$ *y!ot*esis) t*is is good e(idence t*at t*e #esea#c* *y!ot*esis is
t#&e%
4 INCORRECT
When researchers state that a finding is
statistically significant" they are stating
that
A
)
the results are important.
B
)
the outcomes of the study could be
due to chance only < times in 6==.
C
)
the sample statistics in the study are
equal to the population parameters.
D
)
the researchers rejected the null
hypothesis.
Feedback: A #es&$t t*at is statistica$$y signi"icant is one t*at !e#mits t*e
#esea#c*e# to state) wit* some $e(e$ o" con"idence) t*at t*e #esea#c*
*y!ot*esis is % % T*is means on$y t*at t*e #esea#c*e# was ab$e to #e6ect
t*e n&$$ *y!ot*esis% E(en t*o&g* t*e #esea#c* *y!ot*esis may be % )
di""e#ences between g#o&!s) t#eatment e""ects) o# #e$ations*i!s among
(a#iab$es mig*t be so sma$$ t*at t*e #es&$ts a#e act&a$$y t#i(ia$% A
statistica$$y signi"icant #es&$t does not mean t*at t*e #es&$t is !#actica$$y
im!o#tant% C*oice b is % on$y i" t*e sam!$e was t#&$y #andom and t*e
signi"icance $e(e$ was set at %<4%
5 INCORRECT
(f a researcher rejects a null hypothesis"
the researcher either
A
)
is incorrect" or made a Type ( error.
B
)
is correct" or made a Type ( error.
C
)
is incorrect" or made a Type (( error.
D
)
is correct" or made a Type (( error.
Feedback: I" a #esea#c*e# #e6ects t*e n&$$ *y!ot*esis) t*is may be a
co##ect #e6ection% T*at is) t*e #esea#c* *y!ot*esis may be t#&e) so t*e n&$$
*y!ot*esis s*o&$d be #e6ected% T*e#e is a$so a known !#obabi$ity)
*owe(e#) t*at t*e #esea#c*e# #e6ected a t#&e n&$$ *y!ot*esis% +*en a t#&e
n&$$ *y!ot*esis is inco##ect$y #e6ected) t*is is known as a Ty!e I e##o#%
7 INCORRECT
An inferential technique for analy!ing the
relationship between two categorical
variables is
A
)
analysis of variance.
B
)
analysis of covariance.
C
)
the .ann-Whitney 5 test.
D
)
the chi-square test.
Feedback: T*e c*i's1&a#e test is a met*od "o# ana$y2ing t*e #e$ations*i!
between two catego#ica$ (a#iab$es% A$$ o" t*e ot*e# o!tions in t*is
1&estion a#e "o# st&dying t*e di""e#ences among g#o&!s on a 1&antitati(e
(a#iab$e%
: INCORRECT
&ertain types of procedures that allow
researchers to make inferences about a
population based on findings from a
sample best describes
A
)
descriptive statistics.
B
)
inferential statistics.
C
)
correlational statistics.
D
)
cross-break.
Feedback: Ty!es o" !#oced&#es t*at a$$ow #esea#c*e#s to make in"e#ences
abo&t a !o!&$ation based on "indings "#om a sam!$e best a#e in"e#entia$
statistics% Desc#i!ti(e statistics a$$ow t*e #esea#c*e# to desc#ibe
in"o#mation contained in many) many sco#es wit* indices s&c* as t*e
mean o# standa#d de(iation% Co##e$ationa$ statistics and c#oss'b#eak
tab$es a#e ty!es o" desc#i!ti(e statistics%
; CORRECT
What is the term that describes the
difference between a sample and its
population
A
)
sampling error
B
)
the chi-square test
C
)
descriptive statistics
D
)
inferential statistics
Feedback: /am!$ing e##o# is t*e di""e#ence between a sam!$e and its
!o!&$ation% T*e c*i's1&a#e test is a met*od "o# ana$y2ing t*e #e$ations*i!
between two catego#ica$ (a#iab$es% Desc#i!ti(e statistics a$$ow t*e
#esea#c*e# to desc#ibe in"o#mation contained in many) many sco#es wit*
indices s&c* as t*e mean o# median% In"e#entia$ statistics a$$ow
#esea#c*e#s to make in"e#ences abo&t a !o!&$ation based on "indings
"#om a sam!$e%
1< CORRECT
Which type of hypothesis specifies that
there is no relationship in the population
A
)
research hypothesis
B
)
descriptive hypothesis
C
)
null hypothesis
D
)
inferential hypothesis
Feedback: T*e n&$$ *y!ot*esis s!eci"ies t*at t*e#e is no #e$ations*i! in
t*e !o!&$ation% T*e #esea#c* *y!ot*esis !#edicts t*e o&tcome o" a st&dy%
Desc#i!ti(e and in"e#entia$ *y!ot*eses do not a!!$y%
11 CORRECT
When researchers make various
assumptions about the nature of the
population from which the sample involved
is drawn" this is a requirement of
A
)
nonparametric techniques.
B
)
the null hypothesis.
C
)
sampling error.
D
)
parametric techniques.
Feedback: +*en #esea#c*e#s make (a#io&s ass&m!tions abo&t t*e nat&#e
o" t*e !o!&$ation "#om w*ic* t*e sam!$e in(o$(ed in t*e s&#(ey is d#awn)
t*is !e#tains to !a#amet#ic tec*ni1&es% +*en #esea#c*e#s make "ew) i"
any) ass&m!tions abo&t t*e nat&#e o" t*e !o!&$ation "#om w*ic* t*e
sam!$e in(o$(ed is d#awn) t*is #e"e#s to non!a#amet#ic tec*ni1&es% T*e
n&$$ *y!ot*esis s!eci"ies t*at t*e#e is no #e$ations*i! in t*e !o!&$ation%
/am!$ing e##o# #e"e#s to t*e di""e#ence between a sam!$e and its
!o!&$ation%
1- INCORRECT
When researchers make few" if any"
assumptions about the nature of the
population from which the sample involved
in the survey is drawn" this refers to
A
)
sampling error.
B
)
C
)
D
)
null hypothesis.
Feedback: +*en #esea#c*e#s make "ew ass&m!tions abo&t t*e nat&#e o"
t*e !o!&$ation "#om w*ic* t*e sam!$e in(o$(ed in t*e s&#(ey is d#awn)
t*is #e"e#s to non!a#amet#ic tec*ni1&es% /am!$ing e##o# #e"e#s to t*e
di""e#ence between a sam!$e and its !o!&$ation% +*en #esea#c*e#s make
(a#io&s ass&m!tions abo&t t*e nat&#e o" t*e !o!&$ation "#om w*ic* t*e
sam!$e in(o$(ed in t*e s&#(ey is d#awn) t*is desc#ibes !a#amet#ic
tec*ni1&es% T*e n&$$ *y!ot*esis s!eci"ies t*at t*e#e is no #e$ations*i! in
t*e !o!&$ation%
10 CORRECT
T-test for means is
A
)
used when comparing two sets of
rankings.
B
)
used when comparing several sets of
scores.
C
)
scores.
D
)
used with categorical data.
Feedback: T*e t'test is a !a#amet#ic statistica$ test &sed to see w*et*e# a
di""e#ence between t*e means o" two sam!$es is signi"icant%
13 INCORRECT
.ann-Whitney 5 test is
A
)
rankings.
B
)
scores.
C
)
scores.
D
)
Feedback: T*e .ann'+*itney E test is a non!a#amet#ic a$te#nati(e to t*e
t'test &sed w*en a #esea#c*e# wis*es to ana$y2e #anked data%
14 INCORRECT
&hi-#quare is
A
)
rankings.
B
)
scores.
C
)
scores.
D
)
Feedback: T*e c*i's1&a#e test is &sed to ana$y2e data t*at a#e #e!o#ted in
catego#ies%
15 INCORRECT
Analysis of Gariance is
A
)
rankings.
B
)
scores.
C
)
scores.
D
)
Feedback: +*en #esea#c*e#s desi#e to "ind o&t w*et*e# t*e#ea#e
signi"icant di""e#ences between t*e means o" mo#e t*an two g#o&!s) t*ey
common$y &se a tec*ni1&e ca$$ed ana$ysis o" (a#iance ?ANO8A)) w*ic* is
act&a$$y a mo#e gene#a$ "o#m o" t*e t'test t*at is a!!#o!#iate to &se wit*
t*#ee o# mo#e g#o&!s% ?It can a$so be &sed wit* two g#o&!s%)
1 CORRECT
Which of the following sequences for
analy!ing data is in the best order
A
)
calculate descriptive statistics"
construct graphs" calculate inferential
statistics
B
)
calculate inferential statistics"
construct graphs" calculate descriptive
statistics
C
)
construct graphs" calculate descriptive
statistics" calculate inferential
statistics
D
)
calculate descriptive statistics"
calculate inferential statistics"
construct graphs
Feedback: T*e #esea#c*e# can &se g#a!*ic dis!$ays to obtain a gene#a$
!ict&#e t*at inc$&des se(e#a$ c*a#acte#istics o" t*e dist#ib&tion% T*is
know$edge can t*en *e$! t*e #esea#c*e# make in"o#med decisions abo&t
t*e best desc#i!ti(e statistics to ca$c&$ate% Desc#i!ti(e statistics can be
&sed to assess t*e magnit&de o" g#o&! di""e#ences o# #e$ations*i!s wit*in
a g#o&!% I" t*e si2e o" t*ese di""e#ences o# #e$ations*i!s is im!o#tant) t*en
in"e#entia$ statistics can be ca$c&$ated to dete#mine i" t*e sam!$e #es&$ts
can be gene#a$i2ed to t*e !o!&$ation%
- INCORRECT
The probabilities used for hypothesis testing
are accurate for making generali!ations to a
population when
A
)
the sample si!e is large.
B
)
confidence intervals cannot be
constructed.
C
)
the significance level is small.
D
samples are random.
)
Feedback: T*e !#obabi$ities t*at a#e ca$c&$ated w*en cond&cting a
*y!ot*esis test a#e based on t*e sam!$ing dist#ib&tion o" a statistic% T*e
sam!$ing dist#ib&tion is const#&cted wit* #andom sam!$es d#awn "#om t*e
!o!&$ation o" inte#est% T*&s) t*e !#obabi$ities a#e on$y !#ecise w*en t*ey
a#e ca$c&$ated &sing a #andom sam!$e%
0 INCORRECT
(f there is a strong curvilinear relationship
between two quantitative variables"
2earson,s correlation coefficient will
A
)
estimate this relationship accurately.
B
)
underestimate this relationship.
C
)
slightly overestimate this relationship.
D
)
grossly overestimate this relationship.
Feedback: Cea#son@s co##e$ation coe""icient is an inde o" t*e $inea#
#e$ations*i! between two (a#iab$es% I" t*e#e is a c&#(i$inea# #e$ations*i!
between two (a#iab$es) Cea#son@s co##e$ation coe""icient wi$$ on$y
estimate t*e $inea# com!onent o" t*is #e$ations*i!% T*is !#o(ides an
&nde#estimate o" t*e tota$ #e$ations*i!%
3 INCORRECT
The magnitude of relationships can be best
evaluated using
A
)
tests for statistical significance.
B
)
effect si!e indices.
C
)
D
)
Feedback: E""ect si2e indices a#e &sed to estimate t*e magnit&de o" t*e
#e$ations*i! among two o# mo#e (a#iab$es o# t*e magnit&de o" t*e
di""e#ences between g#o&!s% Eamining s&c* indices !#o(ides #esea#c*e#s
a di#ect way to e(a$&ate t*e st#engt* o" a #e$ations*i!% /tatistica$
signi"icance is not a good way to ana$y2e t*e st#engt* o" #e$ations*i!s
beca&se weak #e$ations*i!s can sti$$ be statistica$$y signi"icant%
4 INCORRECT
The importance of a relationship is best
evaluated using
A
)
the judgment of experts.
B
)
the level of significance used by the
researcher.
C
)
the correlation coefficient.
D
)
established guidelines published by
statisticians.
Feedback: E(en w*en t*e magnit&de a #e$ations*i! is known) t*e
im!o#tance o" t*is #e$ations*i! cannot be 6&dged wit*o&t an
&nde#standing o" t*e contet o" t*e st&dy% On$y e!e#ts in t*e a#ea o" t*e
st&dy a#e 1&a$i"ied to 6&dge t*e im!o#tance o" t*e #es&$ts% A$t*o&g* t*e#e
a#e some ,#&$es o" t*&mb, t*at *a(e been !#o(ided by statisticians and
ot*e#s) t*ese #&$es cannot a!!$y to t*e enti#e #ange o" !*enomena
st&died in ed&cationa$ #esea#c*%
5 INCORRECT
The best display for showing the relationship
between two categorical variables is the
A
)
frequency polygon.
B
)
boxplot.
C
)
scatterplot.
D
)
crossbreak table.
Feedback: C#ossb#eak tab$es a#e &sed to dis!$ay t*e #e$ations*i! between
catego#ica$ (a#iab$es% T*e ot*e# g#a!*ic dis!$ays a#e &sed w*en t*e#e is
at $east one 1&antitati(e (a#iab$e%
7 INCORRECT
When news maga!ines publish average #AT
scores for all of the states in the 5nited
#tates" an individual unit is a
A
)
student who took the #AT.
B
)
school district.
C
)
state.
D
)
country.
Feedback: >#o&!s t*at a#e st&died consist o" indi(id&a$ &nits "#om w*ic*
t*e sco#es a#e obtained% In t*is eam!$e) t*e news maga2ine obtained an
a(e#age sco#e "#om eac* state% T*&s) t*e state is t*e indi(id&a$ &nit%
: CORRECT
When a relationship between quantitative
variables within a single group is described"
the appropriate technique is
A
)
the scatterplot.
B
crossbreak table.
)
C
)
frequency polygon.
D
)
the boxplot.
Feedback: +*en a #e$ations*i! between 1&antitati(e (a#iab$es wit*in a
sing$e g#o&! is eamined) t*e a!!#o!#iate tec*ni1&es a#e t*e scatte#!$ot
and t*e co##e$ation coe""icient% C#ossb#eak tab$es a#e &sed to dis!$ay t*e
#e$ations*i! between catego#ica$ (a#iab$es% T*e ot*e# g#a!*ic dis!$ays
$isted in t*is 1&estion a#e &sed w*en t*e#e is on$y one 1&antitati(e
(a#iab$e%
; CORRECT
$ame one technique for describing groups
on a quantitative variable.
A
)
chi square
B
)
t-test for proportions
C
)
percentage
D
)
frequency polygon
Feedback: F#e1&ency !o$ygons s*ow t*e com!a#ison o" g#o&!s on
1&antitati(e data% C#o!o#tions and !e#centages com!a#e g#o&!s on
catego#ica$ data% C*i'/1&a#e and t'tests a#e in"e#ence) not desc#i!ti(e)
statistics%
1< INCORRECT
(f inferential statistics are obtained" it
should be
A
)
to determine importance.
B
)
before assessing importance.
C
)
after assessing importance.
D
)
to determine randomness of sample.
Feedback: Im!o#tance s*o&$d be assessed be"o#e ca$c&$ating an
in"e#entia$ statistic w*ic* s*o&$d be to assess gene#a$i2abi$ity%
Im!o#tance s*o&$d not be assessed $ate#% In"e#ence met*ods cannot
dete#mine im!o#tance o# #andomness o" a sam!$e%
11 CORRECT
&onfidence intervals are preferred to
significance tests because they
A
)
describe sample variability.
B
do not require a random sample.
)
C
)
provide more information.
D
)
assess importance.
Feedback: inte#(a$s desc#ibe t*e !#obab$e #ange o" !o!&$ation (a$&es%
T*ey do #e1&i#e a #andom sam!$e% T*ey do not desc#ibe sam!$e
(a#iabi$ity) no# do t*ey assess im!o#tance%
1- INCORRECT
(f -ta is larger than r"
A
)
neither should be used.
B
)
a mistake in calculation has been
made.
C
)
r overstates the relationship.
D
)
r understates the relationship.
Feedback: I" Eta is $a#ge#) t*e #e$ations*i! is c&#(i$inea# and # is an
&nde#estimate% Eta s*o&$d be &sed instead o" #% An e##o# in ca$c&$ation is
not indicated%
10 INCORRECT
A distortion in using proportions and
percentages can result from
A
)
unequal base groups.
B
)
difficulty in computation.
C
)
overlapping categories.
D
)
lack of an interval scale.
Feedback: I" g#o&!s a#e o" di""e#ent si2e) t*e (a$&es can be mis$eading%
Ca$c&$ations a#e (e#y sim!$e% T*ey m&st be distinct in o#de# to dete#mine
t*e !#o!o#tion in eac*% An inte#(a$ sca$e is not #e1&i#ed%
13 INCORRECT
Which statement is true for )outliers)
A
)
they should be deleted from analysis.
B
)
they can distort summary statistics.
C
)
they are mistakes made in analysis.
D
they are of little importance.
)
Feedback: O&t$ie#s can ca&se mis$eading *ig* o# $ow statistics s&c* as
co##e$ation coe""icients) means) and standa#d de(iations% T*ey s*o&$d not
be de$eted beca&se t*ey a#e a !a#t o" t*e #es&$ts% T*ey a#e &n$ike$y to be
mistakes and may be o" conside#ab$e im!o#tance%
14 INCORRECT
The authors suggest that researcher use
both parametric and nonparametric
techniques to analy!e data because
A
)
it takes more time and is important.
B
)
it will make you a better researcher.
C
)
when the results are consistent"
interpretation will be strengthened.
When the results are not consistent"
you can discuss the possible reasons.
D
)
all of these
Feedback: /ince t*e ca$c&$ation o" statistics *as now become #at*e# easy
and 1&ick owing to t*e a(ai$abi$ity o" many com!&te# !#og#ams) we
conc$&de wit* t*e "o$$owing s&ggestion to #esea#c*e#s: Ese bot*
!a#amet#ic and non!a#amet#ic tec*ni1&es to ana$y2e data% +*en t*e
#es&$ts a#e consistent) inte#!#etation wi$$ t*e#eby be st#engt*ened% +*en
t*e #es&$ts a#e not consistent) disc&ss !ossib$e #easons%
1 INCORRECT
-xperimental research differs from other
types of research because in experimental
research
A
)
the dependent variable must be
measured precisely.
B
)
the independent variable must be
manipulated.
C
)
groups are compared.
D
)
there are no extraneous variables.
Feedback: E!e#imenta$ #esea#c* is a ty!e o" inte#(ention #esea#c*% T*e
#esea#c*e# mani!&$ates t*e inde!endent (a#iab$e) attem!ts to cont#o$
et#aneo&s (a#iab$es) and meas&#es t*e de!endent (a#iab$e% >#o&!s a#e
com!a#ed) de!endent (a#iab$es m&st be meas&#ed !#ecise$y) and
et#aneo&s (a#iab$es m&st be contended wit* in ot*e# ty!es o" #esea#c*%
Inte#(ention #esea#c* is t*e on$y ty!e o" #esea#c* t*at in(o$(es de$ibe#ate
mani!&$ation and cont#o$ o" inte#(entions%
- INCORRECT
A characteristic that distinguishes true
experiments from weaker experimental
designs is that true experiments include
A
)
random assignment.
B
)
matching.
C
)
repeated measurements of the
dependent variable.
D
)
random sampling.
Feedback: T#&e e!e#imenta$ designs inc$&de t*e #andom assignment o"
!a#tici!ants to conditionsG a !owe#"&$ way to cont#o$ "o# et#aneo&s
(a#iab$es% T*ey do not necessa#i$y inc$&de matc*ing) #e!eated
meas&#ements) o# #andom sam!$ing%
0 INCORRECT
A researcher would be most likely to use a
static group design when
A
)
there is only one new intervention of
interest.
B
)
it is difficult to manipulate the
independent variable.
C
)
use of a pretest would be a threat to
internal validity.
D
)
participants cannot be randomi!ed to
conditions.
Feedback: A static g#o&! design is one in w*ic* intact g#o&!s a#e
com!a#ed% Beca&se t*ese g#o&!s a#e not "o#med t*#o&g* #andomi2ation)
t*e#e is a !#ono&nced s&b6ect c*a#acte#istics t*#eat to inte#na$ (a$idity%
T*&s) static g#o&!s s*o&$d be &sed on$y w*en it is im!ossib$e to
#andomi2e !a#tici!ants to conditions%
3 CORRECT
The biggest threat to internal validity when a
counterbalanced design is used is
A
)
statistical regression.
B
)
subject characteristics.
C
)
multiple-treatment interference.
D
)
testing.
Feedback: In a co&nte#ba$anced design) e(e#y g#o&! #ecei(es e(e#y
inte#(ention) b&t in a di""e#ent o#de#% T*is is a way to add#ess a s&b6ect
c*a#acte#istics t*#eat to inte#na$ (a$idity w*en static g#o&!s m&st be
&sed% T*e ma6o# !#ob$em wit* t*is design is t*at it int#od&ces t*e
!#ob$em o" m&$ti!$e't#eatment inte#"e#ence% T*at is) t*e e""ects o" one
t#eatment can be con"o&nded by t*e e""ects o" a !#e(io&s t#eatment% A
!a#tici!ant w*o #ecei(es an inte#(ention a"te# *a(ing a$#eady #ecei(ed a
di""e#ent inte#(ention begins at a di""e#ent base$ine "o# t*e second
inte#(ention%
4 INCORRECT
A researcher who chooses to control an
attitudinal threat by building it into the design
would most likely use a
A
)
randomi!ed #olomon four-group
design.
B
)
factorial design.
C
)
counterbalanced design.
D
)
time-series design.
Feedback: T*e co&nte#ba$anced design #e1&i#es eac* !a#tici!ant to
#ecei(e a$$ t#eatments) #ed&cing t*e $ike$i*ood o" !e#cei(ed s!ecia$
t#eatment%
5 INCORRECT
(n matching designs" participants in two or
more groups are matched using
A
)
an extraneous variable.
B
)
the dependent measure.
C
)
the independent variable.
D
)
the researcher,s expertise.
Feedback: In o#de# "o# matc*ing to be an e""ecti(e cont#o$ o" an
et#aneo&s (a#iab$e) !a#tici!ants m&st be matc*ed &sing t*at et#aneo&s
(a#iab$e% Fo# eam!$e) i" di""e#ing $e(e$s o" abi$ity wi$$ $ike$y in"$&ence
!e#"o#mance on t*e de!endent meas&#e) t*en !a#tici!ants in two o# mo#e
conditions co&$d be matc*ed based &!on t*ei# !ast !e#"o#mance o# on a
!#etest% .atc*ing may be done on mo#e t*an one et#aneo&s (a#iab$e%
7 CORRECT
-xperimental research is the only type of
research that enables researchers to make
conclusions about
A
)
group differences.
B
)
the change of variables over time.
C
)
relationships among variables.
D
)
cause and effect.
Feedback: E!e#imenta$ #esea#c* is t*e on$y ty!e o" #esea#c* in w*ic* t*e
#esea#c*e# mani!&$ates t*e inde!endent (a#iab$e w*i$e cont#o$$ing "o#
et#aneo&s (a#iab$es% +*en t*e#e is st#ong cont#o$ o" t*ese et#aneo&s
(a#iab$es) c*anges t*at a#e obse#(ed in t*e de!endent (a#iab$e m&st be
d&e to t*e c*anges t*at a#e ind&ced in t*e inde!endent (a#iab$e% T*e
c*ange in t*e inde!endent (a#iab$e is t*e ca&se and t*e c*ange in t*e
de!endent (a#iab$e is t*e e""ect%
: INCORRECT
The major characteristic of experimental
research" which distinguishes it from all other
types of research" is that researchers
A
)
spend money and time in their
research.
B
)
manipulate the dependent variable.
C
)
manipulate the independent variable.
D
)
there is no major characteristic that
distinguishes it from all other types of
research.
Feedback: In e!e#imenta$ #esea#c*) #esea#c*e#s mani!&$ate t*e
inde!endent (a#iab$e%
; INCORRECT
5sing the randomi!ed #olomon four-group
design" which of the following threats to
internal validity is most likely to occur
A
)
subject characteristics
B
)
testing
C
)
implementation
D
)
maturation
Feedback: T*e ot*e# c*oices a#e &n$ike$y to occ&# beca&se o"
#andomi2ation o# design%
1< INCORRECT
5sing the static-group comparison design"
which of the following threats to internal
validity is most likely to occur
A
)
history
B
)
maturation
C
)
instrument decay
D
)
Feedback: T*e g#o&!s a#e most $ike$y to di""e# in s&b6ect c*a#acte#istics%
9isto#y) mat&#ation) and inst#&ment decay a#e mo#e $ike$y to im!act a$$
g#o&!s e1&a$$y%
11 INCORRECT
5sing the matching-only pre-posttest control
group design" which of the following threats
to internal validity is most likely to occur
A
)
testing
B
)
maturation
C
)
history
D
)
location
Feedback: +it* eisting g#o&!s) s&c* t*ings as #eso&#ces and !*ysica$
s&##o&ndings a#e mo#e $ike$y to di""e# t*an testing) *isto#y) o# mat&#ation%
1- INCORRECT
5sing the counterbalanced design" which of
the following threats to internal validity is
most likely to occur
A
)
implementation
B
)
history
C
)
D
)
testing
Feedback: A s&b6ect c*a#acte#istics t*#eat is &n$ike$y beca&se a$$ s&b6ects
#ecei(e a$$ t#eatments% /imi$a#$y) *isto#y and testing s*o&$d ba$ance
ac#oss t#eatments% Im!$ementation is a t*#eat i" di""e#ent !e#sons
administe# t#eatments%
10 INCORRECT
5sing the time-series design" which of the
following threats to internal validity is least
likely to occur
A
)
B
)
testing
C
)
history
D
)
attitudinal
Feedback: /&b6ect c*a#acte#istics t*#eat is $east $ike$y to occ&# beca&se
t*e same s&b6ects #ecei(e eac* t#eatment% Testing) *isto#y) and
attit&dina$ t*#eats a#e mo#e $ike$y to occ&# beca&se o" #e!eated testing
and t#eatment%
13 INCORRECT
5sing the one-group pre-posttest design"
which of the following threats to internal
validity is controlled
A
)
attitudinal
B
)
C
)
history
D
)
data collector bias
Feedback: T*e s&b6ect c*a#acte#istics t*#eat is cont#o$$ed by &sing !#e
and !ost tests wit* t*e same s&b6ects%
14 CORRECT
5sing the factorial without randomi!ation
design" which of the following threats to
internal validity is least likely to occur
A
)
B
)
attitudinal
C
)
data collector bias
D
)
instrument decay
Feedback: Inst#&ment decay t*#eat to inte#na$ (a$idity is $east $ike$y to
occ&# beca&se a$$ g#o&!s a#e tested t*e same% /&b6ect c*a#acte#istics
cannot be dete#mined% It may o# may not be !a#t$y cont#o$$ed by
matc*ing% Attit&dina$ t*#eat and data co$$ecto# bias a#e !ossib$e t*#eats%
1 INCORRECT
#ingle-subject designs are adaptations of
A)
true experimental designs.
B)
counterbalanced designs.
C)
time-series designs.
D)
static group designs.
Feedback: /ing$e's&b6ect designs ca$$ "o# #e!eated obse#(ations o" a
st&dy !a#tici!ant o(e# a !e#iod o" time% An inte#(ention is int#od&ced at
some !oint) and t*e e""ect o" t*e inte#(ention is obse#(ed by com!a#ing
t*e !atte#n o" obse#(ations be"o#e and a"te# t*e int#od&ction o" t*e
inte#(ention%
- INCORRECT
The )A) in the A-8 design usually refers to
A)
the baseline condition.
B)
the first of two treatment conditions.
C)
the first of two study participants.
D)
the pretest.
Feedback: T*e ,A, in any sing$e's&b6ect design #e"e#s to t*e
obse#(ationa$ !*ase w*en t*e#e is no inte#(ention% T*is is #e"e##ed to as
t*e base$ine "o# t*e st&dy%
0 INCORRECT
Which of the following designs would usually
be used only when an individual,s behavior is
very severe before the study begins
A)
A-8
B)
A-8-A
C)
8-A-8
D)
multiple-baseline
Feedback: T*e B'A'B design begins wit* an inte#(ention% /ince it is
desi#ab$e to "i#st estab$is* t*e base$ine "o# t*e !a#tici!ant) t*is design is
&sed on$y w*en t*e inte#(ention m&st be int#od&ced immediate$y%
3 INCORRECT
#uppose that a researcher employs the A-8-A
design to determine the effect of monetary
rewards on the behavior of a child. Which of
the following would most threaten the internal
validity of the study
A)
increasing the length of the baseline
B)
including verbal praise for good behavior
during 8
C)
leaving the child in a base line condition
D)
increasing the length of the intervention
phase
Feedback: +*en mo#e t*an one inte#(ention is inc$&ded in t*e same
!*ase) it becomes im!ossib$e to se!a#ate t*e two% T*e (a#iab$es a#e said
to be con"o&nded% In t*is eam!$e) i" t*e inte#(ention is e""ecti(e we
cannot know i" it was t*e !#aise o# t*e inte#(ention o" inte#est ?moneta#y
#ewa#ds) t*at made t*e di""e#ence%
4 INCORRECT
(f a multiple-baseline design is used to study
the effects of a treatment on the academic
achievement of four students" the researcher
should
begin the intervention at a different time
for each student.
A)
B)
slightly alter the treatment provided to
each student.
C)
verify that the students have the same
aptitude.
D)
implement the intervention for two of the
four students.
Feedback: A m&$ti!$e'base$ine design can acco&nt "o# !otentia$ *isto#y
e""ects on$y i" t*e inte#(ention is int#od&ced at a di""e#ent time "o# eac*
st&dent% In t*is case) i" t*e !atte#n o" #es!onses c*anges w*en t*e
inte#(ention is int#od&ced) we can be 1&ite ce#tain t*at it was t*e
inte#(ention) and not t*e !a#tic&$a# time) t*at made t*e di""e#ence in t*e
de!endent meas&#e%
5 CORRECT
The primary mode for establishing external
validity with single-subject studies is with
A)
replication.
B)
a lengthy baseline phase.
C)
a lengthy intervention phase.
D)
a return to baseline after the
intervention.
Feedback: Ete#na$ (a$idity is (e#y weak in sing$e's&b6ect designs
beca&se t*ey "oc&s on indi(id&a$ !a#tici!ants% T*e on$y way to estab$is*
t*at "indings can be gene#a$i2ed is to cond&ct many #e!$ications%
7 INCORRECT
Which of the following designs qualifies as an
alternating treatment design
A)
8-A-8
B)
A-8-A-8
C)
A-8-A-&-A
D)
A-8-&-8-&
Feedback: An a$te#nating t#eatment design is a sing$e's&b6ect design in
w*ic* two o# mo#e t#eatments a#e switc*ed back and "o#t* d&#ing t*e
obse#(ationa$ !e#iod% In t*is case) two t#eatments ?B and C) a#e
a$te#nated a"te# an initia$ base$ine !*ase%
: INCORRECT
9ne of the threats that an A-8-A-8 design
suffers from is
A)
data collector bias.
history.
B)
C)
maturation.
D)
Feedback: Data co$$ecto# bias co&$d t*#eaten t*is design% Beca&se o" t*is
design) *isto#y) s&b6ect c*a#acte#istics and mat&#ation t*#eats a#e
$imited%
; INCORRECT
Which design involves a treatment" followed by
a baseline" followed by a return to the
treatment
A)
A-8-&-8-&
B)
8-A-8
C)
A-8-A-8
D)
A-8
Feedback: B'A'B design in(o$(es a t#eatment) "o$$owed by a base$ine)
"o$$owed by a #et&#n to t*e t#eatment% A'B'C'B'C is an a$te#nating
t#eatment design% A'B'A'B is a design w*e#e two base$ine !e#iods a#e
combined wit* two t#eatment !e#iods% A'B is a base$ine and t#eatment
a!!#oac*%
1< INCORRECT
Which design involves a baseline followed by a
treatment
A)
8-A-8
B)
A-8-A-8
C)
A-8
D)
A-8-&-8-&
Feedback: A'B is t*e base$ine and t#eatment a!!#oac*% B'A'B design
in(o$(es a t#eatment) "o$$owed by a base$ine) "o$$owed by a #et&#n to t*e
t#eatment% A'B'A'B is a design w*e#e two base$ine !e#iods a#e combined
wit* two t#eatment !e#iods% A'B'C'B'C is an a$te#nating t#eatment design%
11 INCORRECT
Which design combines two baseline periods
with two treatment periods
A)
A-8-A-8
B)
8-A-8
A-8-&-8-&
C)
D)
A-8
Feedback: A'B'A'B is a design w*e#e two base$ine !e#iods a#e combined
wit* two t#eatment !e#iods% B'A'B design in(o$(es a t#eatment) "o$$owed
by a base$ine) "o$$owed by a #et&#n to t*e t#eatment% A'B'C'B'C is an
a$te#nating t#eatment design% A'B is a base$ine and t#eatment a!!#oac*%
1- INCORRECT
#ingle-subject study designs are most effective
in controlling for which of the following
threats
A)
instrument decay
B)
testing
C)
implementation
D)
attitudinal
Feedback: /ing$e's&b6ect designs a#e most e""ecti(e in cont#o$$ing t*e
testing t*#eat beca&se no testing occ&#sG t*e s&b6ect is obse#(ed% T*e
ot*e# t*#eats a#e se#io&s in s&c* st&dies%
10 INCORRECT
#ingle-subject study designs are least effective
in controlling for which of the following
threats
A)
data collector characteristics
B)
mortality
C)
history
D)
Feedback: /ing$e's&b6ect designs a#e $east e""ecti(e in cont#o$$ing "o# data
co$$ecto# c*a#acte#istics% /ing$e's&b6ect designs a#e most e""ecti(e in
cont#o$$ing "o# mo#ta$ity) *isto#y) and s&b6ect c*a#acte#istics t*#eats%
13 INCORRECT
An advantage of single-subject designs is
A)
it is a convenient design.
B)
there are no threats.
C)
they are easy to generali!e from.
D)
that they can be applied in settings where
group designs are difficult to put into
play.
Feedback: An ad(antage o" sing$e's&b6ect designs is t*at t*ey can be
a!!$ied in settings w*e#e g#o&! designs a#e di""ic&$t to im!$ement)
!a#tic&$a#$y beca&se o" c*a#acte#istics o" t*ose st&dents% It is not a
con(enient designG t*e#e a#e many t*#eats) inc$&ding data co$$ecto#
c*a#acte#istics) mat&#ation) and #eg#essionG and sing$e's&b6ect st&dies
a#e es!ecia$$y weak w*en it comes to gene#a$i2abi$ity%
14 INCORRECT
(n the A-8-&-8" design the )&) refers to
A)
an intervention.
B)
a variation of the intervention.
C)
a baseline.
D)
the variation of the baseline.
Feedback: T*e inte#(ention is ,B), t*e base$ine is ,A), and i" t*e
#esea#c*e#s added anot*e# base$ine it wo&$d a$so be #e!#esented as ,A%,
,C, #e!#esents a (a#iation o" t*e inte#(ention%
1 INCORRECT
(f the variable )hours spent in study) is positively
correlated with the variable )score on the test") we can
be certain that
A)
spending more time studying will result in a
higher test score.
B)
the score on the test can be perfectly predicted
from the hours spent in study.
C)
the students that study the most typically get the
highest test scores.
D)
the points on a graph of these variables will be on
a straight line.
Feedback: A !ositi(e co##e$ation means t*at t*e sco#es o" one (a#iab$e
tend to go &! o# down in t*e same manne# as sco#es on t*e ot*e#
(a#iab$e% T*&s) i" t*e *o&#s s!ent in st&dy !ositi(e$y co##e$ate wit* sco#es
on a test) t*en we can e!ect t*at st&dents w*o st&dy t*e most ty!ica$$y
get t*e *ig*est test sco#es% T*is does not necessa#i$y mean t*at t*e et#a
st&dy ca&ses *ig*e# sco#es% A co##e$ation can on$y s&ggest ca&se and
e""ect% In t*is eam!$e it is !ossib$e t*at t*e st&dents w*o get t*e *ig*est
sco#es wo&$d get t*e *ig* sco#es e(en i" t*ey did not st&dy so m&c*%
- INCORRECT
The variable that is predicted in a prediction study is
the
A)
criterion variable.
B)
predictor variable.
C)
effect variable.
D)
regression variable.
Feedback: T*e (a#iab$e t*at is &sed to make a !#ediction is t*e !#edicto#
(a#iab$e% T*e (a#iab$e abo&t w*ic* t*e !#ediction is made is t*e c#ite#ion
(a#iab$e%
0 INCORRECT
4or which of the following correlations is the standard
error of estimate the largest
A)
.>=
B)
.C=
C)
.D=
D)
.7=
Feedback: T*e standa#d e##o# o" estimate is an inde o" *ow m&c*
(a#iation t*e#e is o" t*e act&a$ sco#es a#o&nd t*e !#edicted sco#e% T*e
$a#ge# t*e co##e$ation is) t*e bette# t*e !#ediction o" one (a#iab$e "#om t*e
ot*e# (a#iab$e wi$$ be% T*e standa#d e##o# o" estimate is $a#ge w*en t*e
co##e$ation is sma$$%
3 CORRECT
The method of analysis that uses several variables to
predict the category a participant belongs in is called
A)
prediction analysis.
B)
multiple regression.
C)
discriminant function analysis.
D)
factor analysis.
Feedback: Disc#iminant "&nction ana$ysis is a !#ediction tec*ni1&e &sed
w*en t*e c#ite#ion (a#iab$e is catego#ica$%
4 CORRECT
Which of the following conditions would most likely
lead the researcher to calculate a partial correlation
A)
9ne variable is weakly correlated with another
variable.
B)
Two variables are correlated with each other and
with a third variable.
C)
#everal participants leave the study before the
correlation is calculated.
D)
The sample in a correlational study does not
represent the population.
Feedback: A !a#tia$ co##e$ation between two (a#iab$es is t*e co##e$ation o"
t*e (a#iab$es a"te# t*e in"$&ence o" a t*i#d (a#iab$e *as been #emo(ed
"#om eac* (a#iab$e% To ca$c&$ate a !a#tia$ co##e$ation) sco#es m&st be
ad6&sted "o# eac* o" t*e two (a#iab$es) based on t*e co##e$ation wit* a
t*i#d (a#iab$e% T*e co##e$ation is t*en ca$c&$ated among t*e ad6&sted
(a#iab$es%
5 INCORRECT
Which of the following statements about structural
modeling with correlational research is true
A)
&orrelational research should not be used for
structural modeling.
B)
#tructural modeling is appropriate only when
correlational research is combined with an
experiment.
C)
2artial correlation is used to generate structural
models.
D)
#tructural modeling uses the correlation
technique known as path analysis.
Feedback: /t#&ct&#a$ mode$ing is a way to e!$o#e !otentia$ ca&sa$
#e$ations*i!s% T*e!#ima#y co##e$ationa$ met*ods &sed "o# t*is mode$ing
a#e !at* ana$ysis and m&$ti!$e #eg#ession and "acto# ana$ysis% T*ese
met*ods cannot (e#i"y ca&sa$ity since on$y an e!e#iment can do t*at%
T*ey can) *owe(e#) i$$&minate t*e #e$ations*i!s among (a#iab$es and
dete#mine w*et*e# t*e data a#e consistent wit* t*eo#etica$ e!ectations%
7 INCORRECT
When mortality is a threat to correlational research it
threatens
A)
internal validity because the estimate of the
correlation is inaccurate.
B)
external validity because the estimate of the
correlation is inaccurate.
C)
internal validity because one variable is measured
more precisely than the other.
D)
external validity because one variable is
measured more precisely than the other.
Feedback: +*en !a#tici!ants $ea(e a st&dy it co&$d $ead to an
&nde##e!#esentation o" some s&bg#o&!s in t*e !o!&$ation% T*is in t&#n
#es&$ts in an inacc&#ate estimate o" t*e co##e$ation among t*e (a#iab$es o"
inte#est "o# t*e enti#e !o!&$ation% T*is co##e$ation cannot be gene#a$i2ed
to t*e enti#e !o!&$ation) so it is a t*#eat to ete#na$ (a$idity%
: INCORRECT
9ne major purpose of correlational research is
A)
to study the changes in behavior an individual
exhibits after exposure to an intervention or
treatment of some sort.
B)
to clarify our understanding of important
phenomena through the identification of
relationships.
C)
to make people aware of what has happened from
past failures or accomplishments.
D)
to assess attitudes and opinions.
Feedback: Co##e$ationa$ #esea#c* c$a#i"ies o&# &nde#standing o" im!o#tant
!*enomena t*#o&g* t*e identi"ication o" #e$ations*i!s%
; INCORRECT
Which of the following is not a purpose of correlational
research
A)
to explore causation
B)
to predict likely outcomes
C)
to clarify our understanding of important
phenomena through the identification of
relationships
D)
to identify cultural values
Feedback: T*e ot*e# c*oices a#e !&#!oses o" co##e$ationa$ #esea#c*%
1< INCORRECT
The variable that is used to make the prediction is
called
A)
correlational variable
B)
criterion variable
C)
predictor variable
D)
none of these
Feedback: C#edicto# (a#iab$e is &sed to make t*e !#ediction% Co##e$ationa$
(a#iab$e is not a (a$id te#m% C#ite#ion (a#iab$e is t*e (a#iab$e abo&t w*ic*
t*e !#ediction is made%
11 INCORRECT
The variable about which the prediction is made is
called a
A)
criterion variable
B)
predictor variable
C)
correlational variable
D)
none of these
Feedback: T*e c#ite#ion (a#iab$e is abo&t w*ic* t*e !#ediction is made%
T*e !#edicto# (a#iab$e is t*e (a#iab$e t*at is &sed to make t*e !#ediction%
Co##e$ationa$ (a#iab$e is not a (a$id te#m%
1- INCORRECT
.ultiple regression is a technique that
A)
indicates the strength of the correlation between
the combination of the predictor variables and the
criterion variable.
B)
enables researchers to predict a criterion variable
by using the best combination of two or more
predictor variables.
C)
indicates the percentage of the variability among
the criterion scores that can be attributed to
differences in the scores on the predictor
variables.
D)
is a technique used to test the causal connection
among three or more variables.
Feedback: .&$ti!$e #eg#ession enab$es #esea#c*e#s to !#edict a co##e$ation
between a c#ite#ion (a#iab$e by &sing t*e best combination o" two o#
mo#e !#edicto# (a#iab$es% T*e coe""icient o" m&$ti!$e co##e$ation indicates
t*e st#engt* o" t*e co##e$ation between t*e combination o" t*e !#edicto#
(a#iab$es and t*e c#ite#ion (a#iab$e% T*ecoe""icient o" dete#mination
indicates t*e !e#centage o" t*e (a#iabi$ity among t*e c#ite#ion sco#es t*at
can be att#ib&ted to di""e#ences in t*e sco#es on t*e !#edicto# (a#iab$e%
Cat* ana$ysis is a tec*ni1&e &sed to test t*e ca&sa$ connection among
t*#ee o# mo#e (a#iab$es%
10 INCORRECT
The coefficient of determination
A)
enables researchers to determine a correlation
between a criterion variable and the best
combination of two or more predictor variables.
B)
is a technique used to test the causal connection
among three or more variables.
C)
describes the strength of the correlation between
the combination of the predictor variables and the
criterion variable.
D)
indicates the percentage of the variability among
the criterion scores that can be attributed to
differences in the scores on the predictor
variables.
Feedback: T*e coe""icient o" dete#mination indicates t*e !e#centage o"
t*e (a#iabi$ity among t*e c#ite#ion sco#es t*at can be att#ib&ted to
di""e#ences in t*e sco#es on t*e !#edicto# (a#iab$e% T*e coe""icient o"
dete#mination indicates t*e !e#centage o" t*e (a#iabi$ity among t*e
c#ite#ion sco#es t*at can be att#ib&ted to di""e#ences in t*e sco#es on t*e
!#edicto# (a#iab$es% #eg#ession enab$es #esea#c*e#s to !#edict a c#ite#ion
(a#iab$es by &sing t*e best combination o" two o# mo#e !#edicto#
(a#iab$es% Cat* ana$ysis tests t*e ca&sa$ connection among t*#ee o# mo#e
(a#iab$es% T*e coe""icient o" m&$ti!$e co##e$ation indicates t*e st#engt* o"
t*e co##e$ation between t*e combination o" t*e !#edicto# (a#iab$es and
t*e c#ite#ion (a#iab$es%
13 CORRECT
Almost all correlational studies revolve around three
types of questions. Which of the following is not one of
these types of questions
A)
*ow were things done in the past" and how might
they be applicable to present-day problems or
concerns
B)
(s variable H related to variable I
C)
What is the relationship among a large number of
variables and what predictions can be made on
them
D)
*ow well does variable 2 predict variable &
Feedback: 9ow t*ings we#e done in t*e !ast and *ow mig*t t*ey be
a!!$icab$e to !#esent'day !#ob$ems o# conce#ns is a 1&estion t*at
#esea#c*e#s cond&cting *isto#ica$ #esea#c* wo&$d !ose% A$most a$$
co##e$ationa$ st&dies #e(o$(e a#o&nd t*e 1&estions o": Is (a#iab$e L
#e$ated to (a#iab$e DB +*at is t*e #e$ations*i! among a $a#ge n&mbe# o"
(a#iab$es and w*at !#edictions can be made on t*emB 9ow we$$ does
(a#iab$e C !#edict (a#iab$e CB
14 INCORRECT
Which of the following threats applies to internal
validity in correlational research
A)
history
B)
location threat
C)
maturation
D)
regression
Feedback: Location t*#eat is !ossib$e w*ene(e# a$$ inst#&ments a#e
administe#ed to eac* s&b6ect at s!eci"ied $ocations) b&t t*e $ocation is
di""e#ent "o# di""e#ent s&b6ects% T*e t*#eats o" *isto#y) mat&#ation) and
#eg#ession do not a!!$y to inte#na$ (a$idity in co##e$ationa$ #esea#c*%
1 INCORRECT
A characteristic of causal-comparative research that
distinguishes it from experimental research is that in
causal-comparative research
A)
the researcher manipulates the independent
variable.
B)
one variable can be isolated as the cause for
changes in other variables.
C)
extraneous variables are statistically controlled.
D)
existing groups are studied.
Feedback: In e!e#imenta$ #esea#c* t*e #esea#c*e# mani!&$ates t*e
inde!endent (a#iab$e) b&t in ca&sa$'com!a#ati(e #esea#c* t*e#e is no
mani!&$ation% Rat*e#) two o# mo#e eisting g#o&!s a#e st&died to "ind
!ossib$e ca&ses "o# o# conse1&ences o" t*ese g#o&!s% /tatistica$ cont#o$
can be &sed wit* eit*e# met*od%
- INCORRECT
Which of the following research questions would almost
certainly be studied with causal-comparative research
A)
+o instructor-provided notes lead to higher
achievement than student-constructed notes
B)
Are three-year-old boys more likely to exhibit
aggressive behaviors than three-year-old girls
C)
(s mathematics achievement related to spatial
reasoning aptitude
D)
What proportion of school district superintendents
support school choice
Feedback: A st&dy to answe# t*is #esea#c* 1&estion wi$$ need to com!a#e
t*e be*a(io#s o" boys and gi#$s% T*ese a#e two eisting g#o&!s) and t*e
key e$ement o" ca&sa$'com!a#ati(e #esea#c* is t*e com!a#ison o" eisting
g#o&!s%
0 INCORRECT
Which of the following is a method for controlling the
subject characteristics threat in causal-comparative
research
A)
matching subjects in the groups
B)
randomi!ing subjects to conditions
C)
varying the baseline interval for each group
D)
counterbalancing the groups
Feedback: .atc*ing s&b6ects in g#o&!s is t*e on$y met*od $isted abo(e
t*at is (a$id in ca&sa$'com!a#ati(e #esea#c* beca&se t*e g#o&!s a$#eady
eist and t*e#e is no mani!&$ation o" t*e inde!endent (a#iab$e%
3 INCORRECT
Which of the following is not a type of causal-
comparative research
A)
exploration of effects caused by group membership
B)
exploration of causes of group membership
C)
exploration of the consequences of an intervention
D)
exploration of factors underlying a set of variables
Feedback: Ca&sa$'com!a#ati(e #esea#c* is &sed to st&dy eit*e# t*e ca&ses
o# t*e conse1&ences o" g#o&! membe#s*i!% +*en g#o&!s *a(e been
c#eated by an inte#(ention) t*e conse1&ences o" t*e inte#(ention can be
st&died by com!a#ing t*e g#o&!s%
4 INCORRECT
&ausal-comparative research is a type of
A)
intervention research.
B)
associational research.
C)
descriptive research.
D)
historical research.
Feedback: Ca&sa$'com!a#ati(e #esea#c* is cond&cted to "ind associations
o" a g#o&! membe#s*i! (a#iab$e wit* ot*e# (a#iab$es% T*e#e is no
inte#(ention) b&t t*e #esea#c*e#@s inte#est is in t*e ca&ses o#
conse1&ences o" g#o&! membe#s*i!%
5 INCORRECT
The most commonly used method of statistical inference
in causal-comparative studies is
A)
the t-test.
B)
discriminant analysis.
C)
multiple regression.
D)
factor analysis.
Feedback: .ost ca&sa$'com!a#ati(e st&dies in(o$(e t*e com!a#ison o"
two g#o&!s on some 1&antitati(e (a#iab$e% T*e t'test is t*e in"e#entia$ test
t*at is &sed "o# com!a#ing t*e means "o# two g#o&!s on a (a#iab$e o"
inte#est%
7 CORRECT
The primary threat to internal validity in causal-
comparative studies is
A)
B)
implementation.
C)
testing.
D)
mortality.
Feedback: T*e g#o&!s a#e !#eeisting in a ca&sa$'com!a#ati(e st&dy) so
t*e !#ima#y t*#eat to inte#na$ (a$idity is a s&b6ect c*a#acte#istics t*#eat%
It is 1&ite !ossib$e t*at s&b6ects in t*e g#o&!s di""e# on (a#iab$es ot*e#
t*an t*e (a#iab$e t*at de"ines t*e g#o&!s% Fo# eam!$e) ma$es and
"ema$es o"ten di""e# on a (a#iety o" (a#iab$es ?e%g%) inte#ests) st#engt*)
em!at*y) ot*e# t*an gende#) t*e (a#iab$e t*at de"ines g#o&! membe#s*i!%
: INCORRECT
(n causal-comparative research" investigators attempt to
determine
A)
the changes in behavior an individual exhibits after
exposure to an intervention or treatment of some
sort.
B)
our understanding of important phenomena
through large scale surveys.
C)
the causes or consequences of differences that
already exist between or among groups of
individuals.
D)
prediction equations.
Feedback: In ca&sa$'com!a#ati(e #esea#c*) in(estigato#s attem!t to
dete#mine t*e ca&ses o# conse1&ences o" di""e#ences t*at a$#eady eist
between o# among g#o&!s o" indi(id&a$s% T*e c*anges in be*a(io# an
indi(id&a$ e*ibits a"te# e!os&#e to an inte#(ention o# t#eatment o" some
so#t is an eam!$e o" sing$e's&b6ect #esea#c*% /&#(ey #esea#c* is
!#ima#i$y desc#i!ti(e% C#ediction e1&ations may #es&$t "#om co##e$ationa$
#esea#c* b&t not "#om ca&sa$ com!a#ati(e%
; INCORRECT
Which threat to internal validity is less in causal
comparative than in experimental research
A)
location
B)
attitudinal
C)
data collector bias
D)
Feedback: An attit&dina$ t*#eat is $ess $ike$y beca&se not*ing new is
int#od&ced% /&b6ect c*a#acte#istics a#e t*e ma6o# t*#eat in ca&sa$
com!a#ati(e #esea#c*% Location is $ike$y to be mo#e o" a t*#eatG data
co$$ecto# bias s*o&$d be abo&t t*e same%
1< INCORRECT
Which of the following is not a similarity between
causal-comparative and correlational research
A)
They are examples of associational research.
B)
They provide guidance for subsequent
experimental studies.
C)
They permit the manipulation of variables by the
researcher.
D)
They attempt to explain phenomena.
Feedback: Neit*e# ca&sa$'com!a#ati(e no# co##e$ationa$ #esea#c* !e#mit
t*e mani!&$ation o" (a#iab$es by t*e #esea#c*e#% Ca&sa$'com!a#ati(e and
co##e$ationa$ #esea#c* a#e eam!$es o" associationa$ #esea#c*) !#o(ide
g&idance "o# s&bse1&ent e!e#imenta$ st&dies) and attem!t to e!$ain
!*enomena%
11 CORRECT
Which of the following is a step in causal-comparative
research
A)
formulating the problem by identifying and defining
the particular phenomena of interest" and then
considering possible causes for or consequences of
these phenomena
B)
providing guidance for subsequent experimental
studies
C)
identifying the changes in behavior an individual
exhibits after exposure to an intervention or
treatment of some sort
D)
exploring of our understanding of important
phenomena through use of 4actor Analysis.
Feedback: Fo#m&$ating t*e !#ob$em by identi"ying and de"ining t*e
!a#tic&$a# !*enomena o" inte#est) and t*en conside#ing !ossib$e ca&ses
"o# o# conse1&ences o" t*ese !*enomena is t*e "i#st ste! in ca&sa$'
com!a#ati(e #esea#c*% C#o(iding g&idance "o# s&bse1&ent st&dies)
identi"ying c*anges in an indi(id&a$ and &se o" Facto# Ana$ysis a#e not
ste!s in a ca&sa$ com!a#ati(e st&dy%
1- INCORRECT
What is one weakness of causal-comparative research
A)
(t cannot provide guidance for subsequent
experimental studies.
B)
(t allows for the exploration of effects caused by
membership in a given group.
C)
(t allows for exploration of causes of group
membership.
D)
(ts inability to manipulate the independent
variable.
Feedback: T*e inabi$ity to mani!&$ate t*e inde!endent (a#iab$e is one
weakness in ca&sa$'com!a#ati(e #esea#c*% T*e second is t*e $ack o"
#andomi2ation% T*e ot*e# c*oices a#e not weaknesses o" ca&sa$'
com!a#ati(e #esea#c*%
10 INCORRECT
Which of the following is not one of the ways that
researchers can control for an extraneous variable in
causal comparative research
A)
mechanical matching of subjects
B)
finding or creating homogeneous subgroups
C)
use a counterbalanced design
D)
statistical matching
Feedback: A co&nte#ba$anced design #e1&i#es mani!&$ation o" t#eatments%
.atc*ing o" s&b6ects) "inding o# c#eating *omogeneo&s s&bg#o&!s) and
statistica$ matc*ing a#e ways t*at #esea#c*e#s can cont#o$ "o# an
et#aneo&s (a#iab$e%
13 INCORRECT
9ne strategy that can greatly reduce the threat to
external validity in causal comparative research is
A)
statistical matching.
B)
replicating the causal-comparative study.
C)
matching subjects.
D)
finding or creating homogeneous subgroups.
Feedback: One st#ategy t*at can g#eat$y #ed&ce t*e t*#eat to ete#na$
(a$idity is #e!$icating t*e ca&sa$'com!a#ati(e st&dy% /tatistica$ matc*ing)
matc*ing s&b6ects) and "inding o# c#eating *omogeneo&s s&bg#o&!s a#e
ways t*at #esea#c*e#s can en*ance inte#na$ (a$idity%
14 INCORRECT
Which technique is not appropriate to analy!e data in a
causal-comparative study
A)
analysis of covariance
B)
discriminant function analysis
C)
t test for means
D)
2earson r
Feedback: Ana$ysis "o# co(a#iance is &se"&$ to cont#o$ di""e#ences in
s&b6ect c*a#acte#istics% Disc#iminant F&nction Ana$ysis can c$a#i"y
o&tcomes w*en g#o&! membe#s*i! is t*e de!endent (a#iab$e ?Ty!e II
/t&dy) % T*e t'test "o# means can e(a$&ate statistica$ signi"icance%
Cea#son # is on$y a!!#o!#iate w*en bot* (a#iab$es a#e 1&antitati(e%
1 CORRECT
Which of the following surveys is a cross-sectional
survey
A)
a survey given to elementary school faculty in five
school districts
B)
a survey of a 6;7= high school graduating class
given in 6;7<" 6;;=" and 6;;<
C)
a survey of A&?5 lawyers given before and one
year after a publici!ed civil rights case
D)
a monthly survey about shopping tendencies given
to ten shoppers over a one-year span
Feedback: A c#oss'sectiona$ s&#(ey is gi(en in one time !e#iod to a
se$ected g#o&! o" indi(id&a$s% T*e sam!$e may inc$&de s&bg#o&!s o"
indi(id&a$s wit* di""e#ent c*a#acte#istics% T*is !#o(ides a c#oss'section o"
t*e !o!&$ation%
- INCORRECT
A researcher who uses follow-up surveys of a sample
from a graduating class at 6= year intervals is
conducting a
A)
trend study.
B)
cohort study.
C)
panel study.
D)
census.
Feedback: In a !ane$ st&dy) t*e #esea#c*e# "o$$ows a se$ected g#o&! o"
indi(id&a$s o(e# time and !e#iodica$$y s&#(eys t*ese indi(id&a$s%
0 INCORRECT
#uppose that a researcher obtains teacher and student
attendance rates from every middle school in a state.
The unit of analysis is in this study is a
A)
record of attendance.
student.
B)
C)
teacher and student.
D)
school.
Feedback: T*e &nit o" ana$ysis is t*e entity t*at data a#e co$$ected on% In
t*is eam!$e) t*e #esea#c*e# is co$$ecting attendance #ates "#om sc*oo$s)
so t*e s&#(ey is to co$$ect sc*oo$ data% T*&s) t*e sc*oo$ is t*e &nit o"
ana$ysis%
3 CORRECT
Which of the following survey questions is an example of
a closed-ended question
A)
What resources do you most need in your foreign
language laboratory
B)
+o you characteri!e the foreign language resources
as inadequate" adequate" or excellent
C)
What is the primary funding source for major
purchases in the foreign language laboratory
D)
Who are the two most knowledgeable people about
foreign language curricula in the district
Feedback: A c$osed'ended 1&estion is a 1&estion t*at #e1&i#es t*e
#es!ondent to se$ect "#om a $ist o" !ossib$e answe#s% O!en'ended
1&estions a$$ow t*e #es!ondent to const#&ct an answe#%
4 CORRECT
Which of the following items is least likely to result in
item nonresponse
A)
What is your occupation
B)
What is your weekly income
C)
*ow many movies have you seen in the past five
years
D)
*ave you ever smoked marijuana
Feedback: Item non#es!onse occ&#s w*en a s&#(ey !a#tici!ant does not
#es!ond to a !a#tic&$a# item on t*e s&#(ey% T*e most $ike$y items to #es&$t
in non#es!onse a#e items !e#taining to ob(io&s$y !#i(ate matte#s ?e%g%)
money iss&es) se&a$ matte#s) !otentia$ academic o# occ&!ationa$
"ai$&#es) ) items t*at a#e di""ic&$t to answe# ?e%g%) items t*at #e1&i#e #eca$$
"#om t*e distant !ast) ) and items abo&t sensiti(e matte#s ?e%g%) i$$ega$
acti(ities) % T*e#e is ty!ica$$y *ig* #es!onse #ate on sim!$e demog#a!*ic
items%
5 INCORRECT
Which of the following is not one of the three major
characteristics that most surveys possess
A)
(nformation is collected from a group of people in
order to describe some aspect or characteristic of
the population of which that group is a part.
The main way in which the information is collected
is through asking questionsJ the answers to these
B) questions by the members of the group constitute
the data of the study.
C)
The questions on the surveys must be very
complex in order to get accurate data.
D)
(nformation is collected from a sample" rather than
from every member of the population.
Feedback: T*e 1&estions on t*e s&#(eys do not need to be (e#y com!$e
in o#de# to get acc&#ate data "#om a s&#(ey% .ost s&#(eys co$$ect
in"o#mation is co$$ected "#om a g#o&! o" !eo!$e in o#de# to desc#ibe some
as!ect o# c*a#acte#istic o" t*e !o!&$ation o" w*ic* t*at g#o&! is a !a#tG
ask 1&estions w*ose answe#s constit&te t*e data o" t*e st&dyG and co$$ect
in"o#mation "#om a sam!$e #at*e# t*an "#om e(e#y membe# o" t*e
!o!&$ation%
7 INCORRECT
Which of the following is not a longitudinal survey
design
A)
trend study
B)
census
C)
cohort study
D)
panel study
Feedback: +*en an enti#e !o!&$ation is s&#(eyed) it is ca$$ed a cens&s%
T#end st&dy) co*o#t st&dy) and !ane$ st&dy a#e a$$ eam!$es o"
$ongit&dina$ s&#(ey design%
: CORRECT
This survey collects information from a sample that has
been drawn from a predetermined population" and the
information is collected at just one point in time.
A)
trend study
B)
cohort study
C)
panel study
D)
cross-sectional survey
Feedback: A c#oss'sectiona$ s&#(ey co$$ects in"o#mation "#om a sam!$e
t*at *as been d#awn "#om a !#edete#mined !o!&$ation) and t*e
in"o#mation is co$$ected at 6&st one !oint in time% A t#end st&dy s&#(eys
di""e#ent sam!$es at di""e#ent !oints in time "#om a !o!&$ation w*ose
membe#s may c*ange% A co*o#t st&dy obtains di""e#ent sam!$es at
di""e#ent times "#om a !a#tic&$a# !o!&$ation w*ose membe#s do not
c*ange o(e# t*e co&#se o" t*e st&dy% In a !ane$ st&dy) t*e #esea#c*e#
s&#(eys t*e same sam!$e o" indi(id&a$s at di""e#ent times d&#ing t*e
co&#se o" t*e s&#(ey%
; CORRECT
When different samples are obtained at different times
from a population whose members may change" this is
called a
A)
census
B)
panel study
C)
trend study
D)
cross-sectional survey
Feedback: +*en an enti#e !o!&$ation is s&#(eyed it is ca$$ed a cens&s% In
a !ane$ st&dy) t*e #esea#c*e# s&#(eys t*e same sam!$e o" indi(id&a$s at
di""e#ent times d&#ing t*e co&#se o" t*e s&#(ey% A t#end st&dy s&#(eys
di""e#ent sam!$es at di""e#ent !oints in time "#om a !o!&$ation w*ose
membe#s may c*ange% A c#oss'sectiona$ s&#(ey co$$ects in"o#mation "#om
a sam!$e t*at *as been d#awn "#om a !#edete#mined !o!&$ation) and t*e
in"o#mation is co$$ected at 6&st one !oint in time%
1< CORRECT
When the researcher surveys the same sample of
individuals at different times during the course of the
survey" it is called a
A)
trend study.
B)
cross-sectional survey.
C)
panel studies.
D)
cohort study.
Feedback: In a !ane$ st&dy) t*e #esea#c*e# s&#(eys t*e same sam!$e o"
indi(id&a$s at di""e#ent times d&#ing t*e co&#se o" t*e s&#(ey% A t#end
st&dy s&#(eys di""e#ent sam!$es at di""e#ent !oints in time "#om a
!o!&$ation w*ose membe#s may c*ange% A c#oss'sectiona$ s&#(ey co$$ects
in"o#mation "#om a sam!$e t*at *as been d#awn "#om a !#edete#mined
!o!&$ation and t*e in"o#mation is co$$ected at 6&st one !oint in time% A
co*o#t st&dy obtains di""e#ent sam!$es "#om a !a#tic&$a# !o!&$ation
w*ose membe#s do not c*ange o(e# t*e co&#se o" t*e st&dy%
11 CORRECT
This study selects different samples from the same
population whose members do not change over the
course of the study.
A)
panel study
B)
cohort study
C)
trend study
D)
census
Feedback: A co*o#t st&dy obtains di""e#ent sam!$es at di""e#ent !oints o"
time "#om a !a#tic&$a# !o!&$ation w*ose membe#s do not c*ange o(e# t*e
co&#se o" t*e st&dy% In a !ane$ st&dy) t*e #esea#c*e# s&#(eys t*e same
sam!$e o" indi(id&a$s at di""e#ent times d&#ing t*e co&#se o" t*e s&#(ey% A
t#end st&dy s&#(eys di""e#ent sam!$es at di""e#ent !oints in time "#om a
!o!&$ation w*ose membe#s may c*ange% +*en an enti#e !o!&$ation is
s&#(eyed) it is ca$$ed cens&s%
1- INCORRECT
(s it important to follow up non-responders in mail and
telephone surveys
A)
$o. +elayed returns would be less valid.
B)
$o. This will not result in more responses.
C)
Ies. ?ack of response is likely to bias results.
D)
Ies. A large sample is required.
Feedback: Non#es!onse #es&$ts in a non'#andom and !#obab$y non'
#e!#esentati(e sam!$e% /am!$e si2e is im!o#tant) b&t not as m&c* as
#e!#esentati(eness%
10 INCORRECT
Which of the following is not one of the four practical
standards that 4loyd 4owler points out
A)
(s this a question that can be asked exactly the
way it is written
B)
(f this is a question that people refuse to answer"
how will you influence them to answer it anyway
C)
(s this a question that people can answer
D)
(s this a question that will mean the same thing to
everyone
Feedback: Fow$e# does not !oint o&t ,I" t*is is a 1&estion t*at !eo!$e
#e"&se to answe#) *ow wi$$ yo& in"$&ence t*em to answe# it anywayB, as
one o" t*e "o&# !#actica$ standa#ds%
13 INCORRECT
Which of the following is not an advantage of closed-
ended questions
A)
they enhance the consistency of response across
respondents
B)
they are easier and faster to tabulate
C)
they are more popular with respondents
D)
they allow more freedom in response
Feedback: A$$owing mo#e "#eedom in #es!onse is an ad(antage o" o!en'
ended 1&estions% En*ancing t*e consistency o" #es!onse ac#oss
#es!ondents) being easie# and "aste# to tab&$ate) and being mo#e !o!&$a#
wit* #es!ondents a#e ad(antages o" c$osed'ended 1&estions%
14 INCORRECT
Which of the following is a disadvantage of open-ended
questions
A)
they may limit breadth of responses
B)
they take more time to construct
C)
they are harder to tabulate and synthesi!e
D)
they require more questions to cover the research
topic
Feedback: O!en'ended 1&estions a#e *a#de# to tab&$ate and synt*esi2eG
t*is is a disad(antage% Limiting b#eadt* o" #es!onses) taking mo#e time to
const#&ct) and #e1&i#ing mo#e 1&estions to co(e# t*e #esea#c* to!ic a#e
disad(antages o" c$osed'ended 1&estions%
1 INCORRECT
An important criticism of positivism relates to
A)
validity of data.
B)
ethics.
C)
spirituality.
D)
the meaning of reality.
Feedback: C#itics deny t*e eistence o" a sing$e #ea$ity to be disco(e#ed%
- CORRECT
)2rocess") in qualitative research" is seen as
A)
too hard to study.
B)
an unfortunate complication.
C)
of major importance.
D)
impossible to clarify.
Feedback: =&a$itati(e #esea#c*e#s (iew ,!#ocess, as an essentia$ !a#t o"
any in(estigation% T*ey do not ag#ee t*at it is too *a#d) &n"o#t&nate) o#
im!ossib$e to st&dy%
0 INCORRECT
(n qualitative research" differences among types of
purposive sample have to do with
A)
representativeness.
B)
timing during the study.
individual variability.
C)
D)
all of these
Feedback: Ana$y2ing t*e data in a 1&a$itati(e st&dy essentia$$y in(o$(es
ana$y2ing and synt*esi2ing t*e in"o#mation t*e #esea#c*e# obtains "#om
(a#io&s so&#ces ?e%g%) obse#(ations) inte#(iews) doc&ments) into a
co*e#ent desc#i!tion o" w*at *e o# s*e *as obse#(ed o# ot*e#wise
disco(e#ed%
3 INCORRECT
+ata analysis in qualitative research" as contrasted with
quantitative research" is generally
A)
theatrical rather than applied.
B)
applied rather than theatrical.
C)
deductive rather than inductive.
D)
inductive rather than deductive.
Feedback: =&a$itati(e #esea#c*e#s !#e"e# to a$$ow t*ei# data ana$ysis to
eme#ge "#om t*ei# in(o$(ement wit* t*ei# data%
4 INCORRECT
%ualitative researchers view changes in procedures
during a study as
A)
a weakness.
B)
frustrating.
C)
potentially useful and appropriate.
D)
to be avoided.
Feedback: =&a$itati(e #esea#c*e#s be$ie(e !#oced&#es s*o&$d c*ange as
in"o#mation is ac1&i#ed%
5 INCORRECT
Which of the following is not a general feature that
characteri!es most qualitative research
A)
inflexible design
B)
naturalistic inquiry
C)
holistic perspective
D)
personal contact and insight
Feedback: In"$eib$e design is not one o" t*e ma6o# c*a#acte#istics o"
1&a$itati(e #esea#c*% Nat&#a$istic in1&i#y) *o$istic !e#s!ecti(e) and
!e#sona$ a#e ma6o# c*a#acte#istics o" 1&a$itati(e #esea#c*%
7 INCORRECT
Which of the following is a philosophical assumption of
qualitative researchers
A)
4acts and values are distinct from one another.
B)
The proper design of research investigations will
lead to accurate conclusions about the nature of
the world.
C)
Galues are an integral part of the research process.
D)
4acts stand independent of the knower and can be
known in an undistorted way.
Feedback: =&a$itati(e #esea#c*e#s ass&me t*at (a$&es a#e an integ#a$ !a#t
o" t*e #esea#c* !#ocess% In cont#ast) 1&antitati(e #esea#c*e#s ass&me
t*at "acts and (a$&es a#e distinct "#om one anot*e#) t*e !#o!e# design o"
#esea#c* in(estigations wi$$ $ead to acc&#ate conc$&sions abo&t t*e nat&#e
o" t*e wo#$d) and "acts stand inde!endent o" t*e knowe# and can be
known in an &ndisto#ted way%
: INCORRECT
Which of the following is a philosophical assumption of
quantitative researchers
A)
The initial ambiguity that occurs in a study is
desirable.
B)
The purpose of educational research is to explain
and be able to predict relationships. The ultimate
goal is the development of laws that make
prediction possible.
C)
3esearch investigations produce alternative visions
of what the world is like.
D)
(t is impossible for the researcher to stand apart
from the individuals he or she is studying.
Feedback: Fo# 1&antitati(e #esea#c*e#s) t*e !&#!ose o" ed&cationa$
#esea#c* is to e!$ain and be ab$e to !#edict #e$ations*i!s% T*e &$timate
goa$ is t*e de(e$o!ment o" $aws t*at make !#ediction !ossib$e% =&a$itati(e
#esea#c*e#s ass&me t*e initia$ ambig&ity t*at occ&#s in a st&dy is
desi#ab$e) #esea#c* in(estigations !#od&ce a$te#nati(e (isions o" w*at t*e
wo#$d is $ike) and it is im!ossib$e "o# t*e #esea#c*e# to stand a!a#t "#om
t*e indi(id&a$s *e o# s*e is st&dying%
; INCORRECT
(n which approach to qualitative research do the
researchers intend to generate a theory that is based on
data systematically gathered and analy!ed
A)
phenomenology
B)
biography
C)
grounded theory
D)
case study
Feedback: =&a$itati(e #esea#c*e#s w*o take t*e g#o&nded t*eo#y
a!!#oac* intend to gene#ate a t*eo#y t*at is g#o&nded in data
systematica$$y gat*e#ed and ana$y2ed to 1&a$itati(e #esea#c*% =&a$itati(e
#esea#c*e#s w*o take t*e !*enomeno$ogy a!!#oac* st&dy (a#io&s
#eactions to o# !e#ce!tions o" a !a#tic&$a# !*enomenon% =&a$itati(e
#esea#c*e#s w*o take t*e biog#a!*y a!!#oac* st&dy a sing$e indi(id&a$
and *is o# *e# e!e#iences as to$d to t*e #esea#c*e# o# "o&nd in
doc&ments and a#c*i(a$ mate#ia$% =&a$itati(e #esea#c*e#s w*o take t*e
case st&dy a!!#oac* st&dy 6&st one indi(id&a$) c$ass#oom) sc*oo$) o#
!#og#am%
1< CORRECT
&onclusions from qualitative research are
A)
less certain than from quantitative research.
B)
of little practical use.
C)
seldom defensible.
D)
of descriptive value only.
Feedback: Conc$&sions "#om 1&a$itati(e #esea#c* a#e $ess ce#tain d&e to
t*e !#e(a$ence o" t*#eats to inte#na$ (a$idity and to ete#na$ (a$idity% T*ey
a#e none't*e'$ess &se"&$) de"ensib$e) and go beyond desc#i!tion%
11 INCORRECT
3esearchers study just one individual" classroom"
school" or program in which approach to qualitative
research
A)
case study
B)
ethnography
C)
biography
D)
phenomenology
Feedback: T*e case st&dy a!!#oac* to 1&a$itati(e #esea#c* st&dies 6&st
one indi(id&a$) c$ass#oom) sc*oo$) o# !#og#am% T*e et*nog#a!*y a!!#oac*
to 1&a$itati(e #esea#c* "oc&ses on t*e st&dy o" c&$t&#e% T*e biog#a!*y
a!!#oac* to 1&a$itati(e #esea#c* st&dies a sing$e indi(id&a$ and *is o# *e#
e!e#iences as to$d to t*e #esea#c*e# o# "o&nd in doc&ments and a#c*i(a$
mate#ia$% T*e !*enomeno$ogy a!!#oac* to 1&a$itati(e #esea#c* st&dies
(a#io&s #eactions to o# !e#ce!tions o" a !a#tic&$a# !*enomenon%
1- INCORRECT
3esearchers who study various reactions to or
perceptions of a particular phenomenon take which
approach to qualitative research
A)
grounded
B)
biography
phenomenology
C)
D)
case study
Feedback: T*e !*enomeno$ogy a!!#oac* to 1&a$itati(e #esea#c* st&dies
(a#io&s #eactions to o# !e#ce!tions o" a !a#tic&$a# !*enomenon% T*e
g#o&nded a!!#oac* to 1&a$itati(e #esea#c* intends to gene#ate a t*eo#y
t*at is g#o&nded in data systematica$$y gat*e#ed and ana$y2ed% T*e
biog#a!*y a!!#oac* to 1&a$itati(e #esea#c* st&dies a sing$e indi(id&a$ and
*is o# *e# e!e#iences as to$d to t*e #esea#c*e# o# "o&nd in doc&ments
and a#c*i(a$ mate#ia$% T*e case st&dy a!!#oac* to 1&a$itati(e #esea#c*
st&dies 6&st one indi(id&a$) c$ass#oom) sc*oo$) o# !#og#am%
10 INCORRECT
The study of a single individual and his or her
experiences as told to the researcher or found in
documents and archival material describes which
A)
biography
B)
case study
C)
phenomenology
D)
grounded
Feedback: T*e biog#a!*y a!!#oac* to 1&a$itati(e #esea#c* st&dies a sing$e
indi(id&a$ and *is o# *e# e!e#iences as to$d to t*e #esea#c*e# o# "o&nd in
doc&ments and a#c*i(a$ mate#ia$% T*e case st&dy a!!#oac* to 1&a$itati(e
#esea#c* st&dies 6&st one indi(id&a$) c$ass#oom) sc*oo$) o# !#og#am% T*e
!*enomeno$ogy a!!#oac* to 1&a$itati(e #esea#c* st&dies (a#io&s
#eactions to o# !e#ce!tions o" a !a#tic&$a# !*enomenon% T*e g#o&nded
a!!#oac* to 1&a$itati(e #esea#c* intends to gene#ate a t*eo#y t*at is
g#o&nded in data systematica$$y gat*e#ed and ana$y2ed%
13 CORRECT
Which is not a criticism of quantitative research made by
qualitative researchers
A)
%uantitative research is not creative.
B)
%uantitative research oversimplifies.
C)
%uantitative research treats people as objects.
D)
%uantitative research can,t see the forest for the
trees.
Feedback: =&antitati(e #esea#c*e#s a#e not c#itici2ed "o# $ack o"
c#eati(ity) b&t #at*e# "o# being too sim!$istic) t#eating !eo!$e as ob6ects)
and "o# not seeing t*e ,big !ict&#e,%
14 CORRECT
#uppose that a researcher studies one gifted student in
order to better understand how this student,s school day
differs from that of more typical students. This type of
study is certainly a0n1
A)
simulation.
B)
case study.
C)
ethnographic study.
D)
naturalistic study.
Feedback: A case st&dy is t*e st&dy o" one &ni1&e socia$ entity) s&c* as
an indi(id&a$) o#gani2ation) o# instit&tion% /&c* st&dies a#e cond&cted to
gain &nde#standing abo&t w*at makes t*is entity &ni1&e%
1 CORRECT
(n which of the following roles is the researcher a covert
observer
A)
complete participant
B)
participant-as-observer
C)
observer-as-participant
D)
complete observer
Feedback: Co(e#t obse#(ation is w*en t*e !a#tici!ants o" t*e st&dy do not
know w*o t*e #esea#c*e# is and t*at t*ey a#e being obse#(ed% T*is occ&#s
w*en t*e #esea#c*e# is a com!$ete !a#tici!ant% In t*is #o$e) t*e #esea#c*e#
becomes a membe# o" t*e g#o&! being obse#(ed b&t does not in"o#m t*e
ot*e# !a#tici!ants abo&t *is o# *e# #o$e as a #esea#c*e#%
- CORRECT
The main problem with simulations is
A)
their artificiality.
B)
poor acting.
C)
people do not like to participate in them.
D)
difficulty in arranging them.
Feedback: >ene#a$i2ation is 1&estionab$e beca&se o" a#ti"icia$ity%
0 INCORRECT
(n qualitative research" reliability and validity are
A)
evaluated statistically.
B)
largely a matter of judgment.
C)
relatively unimportant.
assured by structuring situations.
D)
Feedback: In 1&a$itati(e #esea#c*) #e$iabi$ity and (a$idity o" in"o#mation
a#e $a#ge$y a matte# o" 6&dgment% T*ey a#e not &nim!o#tant) a#e not
ass&#ed by st#&ct&#ing sit&ations) and a#e ty!ica$$y not e(a$&ated
statistica$$y%
3 INCORRECT
The main problem with informal interviews is
A)
getting comparable information from different
respondents.
B)
the excessive amount of time required.
C)
the variety of topics that must be covered.
D)
getting respondents to cooperate.
Feedback: In"o#ma$ inte#(iews o"ten #es&$t in di""e#ent kinds o"
in"o#mation "#om di""e#ent #es!ondents% Time) (a#iety o" to!ics) and
coo!e#ation a#e not ma6o# !#ob$ems%
4 INCORRECT
Which of the following best describes a qualitative
researcher,s approach to observer bias
A)
bias is eliminated and replaced with scientific
objectivity
B)
awareness of biases are noted in documentation
C)
bias is countered by enlisting a researcher with the
opposite bias
D)
detection of bias leads the researcher to terminate
the study
Feedback: =&a$itati(e #esea#c*e#s note t*ei# biases and t#y to wo#k
a#o&nd t*ese wit* in'de!t* obse#(ation and t#iang&$ation% =&a$itati(e
#esea#c*e#s #ecogni2e t*at it is im!ossib$e to e$iminate bias com!$ete$y
and t*at t*e obse#(e# is !a#t o" t*e en(i#onment being obse#(ed% T*ey
doc&ment a$$ o" t*e en(i#onment) inc$&ding t*ei# own in"$&ence on t*e
en(i#onment) in o#de# to acco&nt "o# t*e in*e#ent $ack o" ob6ecti(ity%
5 INCORRECT
Which of the following is not one of the three main
techniques that qualitative researchers use to collect and
analy!e their data
A)
systematically removing data that does not support
their hypothesis
B)
observing people as they go about their daily
activities and recording what they do
C)
conducting in-depth interviews with people about
their ideas" their opinions" and their experiences
D)
analy!ing documents or other forms of
communication
Feedback: =&a$itati(e #esea#c*e#s do not systematica$$y #emo(e data t*at
does not s&!!o#t t*ei# *y!ot*esis% Obse#(ing !eo!$e as t*ey go abo&t
t*ei# dai$y acti(ities and #eco#ding w*at t*ey doG cond&cting in'de!t*
inte#(iews wit* !eo!$e abo&t t*ei# ideas) t*ei# o!inions) and t*ei#
e!e#iencesG and ana$y2ing doc&ments o# ot*e# "o#ms o" comm&nication
a#e t*e t*#ee main tec*ni1&es t*at 1&a$itati(e #esea#c*e#s &se to co$$ect
and ana$y2e data%
7 CORRECT
When a researcher does not participate in the activity
being observed but sits on the sidelines and watches"
heKshe is a0n1
A)
complete participant.
B)
observer-as-participant.
C)
nonparticipant observer.
D)
participant-as-observer.
Feedback: Non!a#tici!ant obse#(ation is w*en #esea#c*e#s do not
!a#tici!ate in t*e acti(ity being obse#(ed b&t sit on t*e side$ines and
watc*% Com!$ete !a#tici!ant is w*en a #esea#c*e#@s identity is not known
to any o" t*e indi(id&a$s being obse#(ed and *e o# s*e inte#acts wit*
membe#s o" t*e g#o&! as nat&#a$$y as !ossib$e% Obse#(e#'as'!a#tici!ant is
w*en a #esea#c*e# identi"ies *e#se$" as a #esea#c*e# b&t makes no
!#etense o" act&a$$y being a membe# o" t*e g#o&!% Ca#tici!ant'as'
obse#(e# takes !a#t in acti(ities) b&t makes it known t*at s*e is doing
#esea#c*%
: CORRECT
When a researcher,s identity is not known to any of the
individuals being observed and heKshe interacts with
members of the group as naturally as possible" heKshe is
a0n1
A)
complete participant.
B)
nonparticipant observation.
C)
observer-as-participant.
D)
participant-as-observer.
Feedback: Com!$ete !a#tici!ant is w*en a #esea#c*e#@s identity is not
known to any o" t*e indi(id&a$s being obse#(ed and *e o# s*e inte#acts
wit* membe#s o" t*e g#o&! as nat&#a$$y as !ossib$e% Non!a#tici!ant
obse#(ation is w*en #esea#c*e#s do not !a#tici!ate in t*e acti(ity being
obse#(ed b&t sit on t*e side$ines and watc*% Obse#(e#'as'!a#tici!ant is
w*en a #esea#c*e# identi"ies *e#se$" as a #esea#c*e# b&t makes no
!#etense o" act&a$$y being a membe# o" t*e g#o&!% Ca#tici!ant'as'
obse#(e# takes !a#t in acti(ities) b&t makes it known t*at s*e is doing
#esea#c*%
; INCORRECT
4ocus group interviews
A)
are the same as brainstorming.
B)
result in consensus.
C)
are used to help the researcher formulate questions.
D)
require that each person hear the responses of
others.
Feedback: Eac* !e#son *ea#s a$$ #es!onses% T*ey do not #es&$t in
consens&s o# *e$! in "o#m&$ating 1&estions% No# a#e t*ey t*e same as
b#ainsto#ming) since s!eci"ic 1&estions a#e asked%
1< INCORRECT
Triangulation is a means of checking
A)
sample representativeness.
B)
reliability.
C)
validity.
D)
scoring agreement.
Feedback: T#iang&$ation com!a#es #es&$ts "#om se(e#a$ inst#&ments to
c*eck (a$idity%
11 INCORRECT
A )key-actor) is most likely to be
A)
a politician.
B)
a long-time resident.
C)
an executive.
D)
a newsman.
Feedback: A key'acto# is one wit* etensi(e in"o#mation abo&t a g#o&!%
Co$iticians) eec&ti(es) and news !eo!$e a#e $ess $ike$y candidates%
1- CORRECT
9bserver effect describes
A)
when a researcher identifies herself as a researcher
but make no pretense of actually being a member of
the group.
B)
the effect the presence of an observer has on the
behavior of those being observed.
C)
when the researcher observes the activities of the
group without in any way becoming a participant in
those activities. The subjects may or may not reali!e
they are being observed.
when researchers do not participate in the activity
being observed but sit on the sidelines and watch.
D)
Feedback: Obse#(e# e""ect desc#ibes t*e e""ect t*e !#esence o" an
obse#(e# *as on t*e be*a(io# o" t*ose being obse#(ed% Obse#(e#'as'
!a#tici!ant is w*en a #esea#c*e# identi"ies *e#se$" as a #esea#c*e# b&t
makes no !#etense o" act&a$$y being a membe# o" t*e g#o&!% Com!$ete
obse#(e# is w*en t*e #esea#c*e# obse#(es t*e acti(ities o" t*e g#o&!
wit*o&t in any way becoming a !a#tici!ant in t*ose acti(ities% T*e
s&b6ects may o# may not #ea$i2e t*ey a#e being obse#(ed% Non!a#tici!ant
obse#(ation is w*en #esea#c*e#s do not !a#tici!ate in t*e acti(ity being
obse#(ed b&t sit on t*e side$ines and watc*%
10 INCORRECT
Which is usually hardest for an interviewer
A)
not interrupting
B)
not asking leading questions
C)
establishing rapport
D)
sticking to the topic
Feedback: Not inte##&!ting is &s&a$$y *a#de# t*an a(oiding $eading
1&estions) estab$is*ing #a!!o#t) o# sticking to t*e to!ic%
13 INCORRECT
A limitation of all observational methods is
A)
inability to get acceptable observer agreement.
B)
inability to observe everything.
C)
inability to get necessary permissions.
D)
inability to make sense out of the information.
Feedback: E(en m&$ti!$e obse#(e#s cannot #eco#d e(e#yt*ing w*ic* may
be o" im!o#tance% Obse#(e# ag#eement) !e#missions) and inte#!#eting
in"o#mation a#e !#ob$ems w*ic* can &s&a$$y be o(e#come%
14 INCORRECT
Which of the following is not a type of interview used in
research
A)
structured
B)
informal
C)
retrospective
D)
unstructured
Feedback: Enst#&ct&#ed is not a desc#ibed ty!e o" inte#(iew% /t#&ct&#ed
inte#(iews consist o" a se#ies o" 1&estions designed to e$icit s!eci"ic
answe#s on t*e !a#t o" #es!ondents% T*ey a#e o"ten &sed to obtain
in"o#mation t*at can $ate# be com!a#ed and cont#asted% In"o#ma$
inte#(iews #esemb$e cas&a$ con(e#sations% Ret#os!ecti(e inte#(iews can
be st#&ct&#ed) semist#&ct&#ed) o# in"o#ma$) as a #esea#c*e# t#ies to get a
#es!ondent to #eca$$) t*en #econst#&ct "#om memo#y) somet*ing t*at
*a!!ened in t*e !ast%
1 INCORRECT
5se of emerging coding categories requires
A)
mastery of pertinent theories.
B)
familiarity with existing coding systems.
C)
in-depth familiarity with content.
D)
highly unusual talent.
Feedback: >#eat "ami$ia#ity wit* content is #e1&i#ed to de(e$o!
meaning"&$ catego#ies% Fami$ia#ity wit* eisting systems and wit* t*eo#y
is not #e1&i#ed% No &n&s&a$ ta$ent is #e1&i#ed%
- CORRECT
Which of the following is least likely to be researched using
content analysis
A)
history textbooks
B)
characteristics of schools for the deaf
C)
advertisements in $ewsweek
D)
$ative American chants
Feedback: Content ana$ysis is a met*od "o# ana$y2ing "o#ms o"
comm&nication) s&c* as books) !ict&#es) maga2ines) s!eec*es) and songs%
0 INCORRECT
The most common descriptive statistic used to analy!e
data in content analysis research is a
A)
proportion.
B)
mean.
C)
median.
D)
range.
Feedback: T*e data obtained in content ana$ysis #esea#c* a#e "#e1&encies
o" content &nits t*at occ&# in (a#io&s catego#ies% T*e !#o!o#tion o#
!e#centage o" !a#tic&$a# occ&##ences o&t o" t*e tota$ occ&##ences can be
ca$c&$ated to !#o(ide in"o#mation abo&t content and em!*ases%
3 CORRECT
Which of the following statements is a description of latent
content
A)
The $ovember issue of the maga!ine contained >A
computer advertisements.
B)
The newspaper editorial took two complete columns.
C)
About AD percent of the paragraphs contained the
phrase )global warming.)
D)
Three of the essays argued that there are still gender
inequities in the workplace.
Feedback: Latent content #e"e#s to t*e meaning &nde#$ying t*e content)
w*e#eas mani"est content #e"e#s to s&#"ace "eat&#es t*at do not #e1&i#e
in"e#ence% On$y answe# d is abo&t meaning% T*e ot*e# !ossib$e answe#s
a#e "acts abo&t t*e content% Answe#s a and b "oc&s on !a#tic&$a#
(a#iab$es% O!tion d seems bette# s&ited "o# s&#(ey #esea#c* o# inte#(iews
t*at do not "oc&s on a !a#tic&$a# socia$ st#&ct&#e%
4 CORRECT
Which of the following is a distinct disadvantage of content
analysis research
A)
(t is expensive and logistically cumbersome.
B)
3eplication by other researchers is almost impossible.
C)
Galidity is difficult to establish.
D)
3esearchers must choose between manifest and
latent content.
Feedback: 8a$idity is di""ic&$t to estab$is* wit* content ana$ysis #esea#c*%
Resea#c*e#s m&st ac*ie(e acce!tab$e ag#eement abo&t t*e catego#ies to
&se% E(en w*en t*ey can do t*is) it does not necessa#i$y identi"y t*e t#&e
meaning o" eac* o" t*e catego#ies%
5 CORRECT
(n content analysis" a theme is
A)
a grouping of codes.
B)
determined ahead of data analysis.
C)
a conclusion.
D)
a grouping of segments.
Feedback: T*emes a#e ty!ica$$y g#o&!ings o" codes t*at eme#ge eit*e#
d&#ing o# a"te# t*e !#ocess o" de(e$o!ing codes%
7 INCORRECT
Which of the following is not an advantage of content
analysis
(t is unobtrusive.
A)
B)
(t is useful as a means of analy!ing interview and
observational data.
C)
The researcher can delve into records and documents
to get some feel for the social life of an earlier time.
D)
(t is limited to recorded information.
Feedback: Limited #eco#ded in"o#mation is a disad(antage o" content
ana$ysis% Being &nobt#&si(e) &se"&$ as a means o" ana$y2ing inte#(iew and
obse#(ationa$ data) and t*e "act t*at t*e #esea#c*e# can de$(e into
#eco#ds and doc&ments to get some "ee$ "o# t*e socia$ $i"e o" an ea#$ie#
time a#e ad(antages o" content ana$ysis%
: CORRECT
Which of the following is not a disadvantage of content
analysis
A)
(t is limited to recorded information.
B)
The researcher can delve into records and documents
to get some feel for the social life of an earlier time.
C)
-stablishing validity is particularly challenging.
D)
There is a temptation among researchers to consider
that the interpretations gleaned from a particular
content analysis indicate the causes of a phenomenon
rather than being a reflection of it.
Feedback: T*e "act t*at t*e #esea#c*e# can de$(e into #eco#ds and
doc&ments to get some "ee$ "o# t*e socia$ $i"e o" an ea#$ie# time is an
ad(antage o" content ana$ysis% T*e ot*e# c*oices a#e a$$ disad(antages o"
content ana$ysis%
; CORRECT
This type of content refers to the obvious" surface content
Lthe words" pictures" and images that are directly
accessible to the naked eye or ear.
A)
unobtrusive
B)
latent
C)
manifest
D)
limited
Feedback: .ani"est content #e"e#s to t*e ob(io&s) s&#"ace contentHt*e
wo#ds) !ict&#es) and images t*at a#e di#ect$y accessib$e to t*e naked eye
o# ea#% Enobt#&si(e and $imited a#e not ty!es o" content% Latent content
#e"e#s to t*e meaning &nde#$ying w*at is said o# s*own%
1< CORRECT
With regard to use of predetermined or emergent codes"
A)
predetermined is preferred.
B)
emergent is preferred.
C)
either may be appropriate.
D)
both should be used.
Feedback: T*e #esea#c*e# dete#mines t*e catego#ies be"o#e any ana$ysis
begins% T*ese catego#ies a#e based on !#e(io&s know$edge) t*eo#y)
andAo# e!e#ience% Fo# eam!$e) $ate# in t*is c*a!te#) we &se
!#edete#mined catego#ies to desc#ibe and e(a$&ate a se#ies o"
6o&#na$a#tic$es !e#taining to socia$ st&dies ed&cation%
11 CORRECT
Which of the following is not an advantage of coding
manifest content
A)
ease of coding
B)
reliability
C)
letting the reader of the report know exactly how a
term was measured
D)
getting to the underlying meaning
Feedback: >etting to t*e &nde#$ying meaning) ease o" coding) #e$iabi$ity
and $etting #eade#s know *ow te#ms we#e meas&#ed a#e a$$ ad(antages%
>etting to t*e &nde#$ying meaning is an ad(antage o" $atent content%
1- INCORRECT
Which of the following is an advantage of coding latent
content
A)
getting to the underlying meaning
B)
ease of coding
C)
reliability
D)
letting the reader of the report know exactly how a
term was measured
Feedback: Ease o" coding) #e$iabi$ity) and $etting t*e #eade# o" t*e #e!o#t
know eact$y *ow a te#m was meas&#ed a#e ad(antages o" coding
mani"est content%
10 INCORRECT
Which of the following is not a reason that a researcher
might do a content analysis
A)
to obtain descriptive information about a topic
B)
to conduct an analysis that would take a very short
period of time
C)
to test a hypothesis
D)
to check other research findings
Feedback: A content ana$ysis takes a $onge# time t*an t*is s&ggests%
Obtaining desc#i!ti(e in"o#mation abo&t a to!ic) testing a *y!ot*esis) and
c*ecking ot*e# #esea#c* "indings a#e a$$ #easons t*at a #esea#c*e# mig*t
do a content ana$ysis%
13 INCORRECT
Which of the following would be a less desirable way to
select a sample of content to be analy!ed
A)
random sample
B)
stratified sample
C)
convenience sample
D)
cluster sample
Feedback: A con(enience sam!$e wo&$d make t*e content ana$ysis
(i#t&a$$y meaning$ess% Random) st#ati"ied) and c$&ste# sam!$es a#e
a!!#o!#iate sam!$ing met*ods "o# content ana$ysis%
14 CORRECT
Which is not a way to check validity in content analysis
A)
comparing manifest to latent content
B)
comparing manifest content to another instrument
C)
comparing latent content to another instrument
D)
comparing results from two analysts
Feedback: A) B) and C a#e means o" c*ecking (a$idity% D is a means o"
c*ecking #e$iabi$ity%
1 INCORRECT
3esearchers who focus on the study of culture take which
A)
grounded theory
B)
phenomenology
C)
case study
D)
ethnography
Feedback: T*e et*nog#a!*y a!!#oac* to 1&a$itati(e #esea#c* "oc&ses on
t*e st&dy o" c&$t&#e%
- INCORRECT
Which of the following research study titles is most likely the title
for an ethnographic study
A)
-ffects of Team Teaching on *igh #chool #tudent
2erformance
B)
3elationships of Arts (ntegration to #tudent Attendance and
8ehavior
C)
#ocial #tructure and 4amilial (nfluences of &ompany-
#ponsored +ay &are
D)
Attitudes and 2erceptions of (nner-&ity #chool +istrict
#uperintendents
Feedback: An et*nog#a!*ic st&dy is a *o$istic st&dy o" a society) g#o&!)
instit&tion) setting) o# sit&ation% /&c* st&dies a#e in'de!t* and &s&a$$y
take a g#eat dea$ o" time% T*ey do not in(o$(e an inte#(ention) b&t t*e
#esea#c*e# makes many obse#(ations and co$$ects many !oints o" (iew% In
t*e abo(e st&dies) answe# c seems most $ike$y to in(o$(e a *o$istic st&dy
o" a socia$ entity%
0 CORRECT
-thnographic procedures require which three things
A)
a detailed description of the culture-sharing group being
studied" an analysis of this group in terms of perceived
themes or perspectives" and an interpretation of the group
by the researcher as to meanings and generali!ations about
the social life of human beings in general
B)
studied" an analysis of this group in terms of perceived
themes or perspectives" and a relic that the researcher
studies
C)
studied" an analysis of this group in terms of social groups"
and an interpretation of the group by the researcher as to
meanings and generali!ations about the social life of human
beings in general
D)
a detailed description of the culture-sharing group"
acceptance by the group and historical knowledge of the
group
Feedback: A #e$ic t*at t*e #esea#c*e# eamines is not a !a#t o"
et*nog#a!*ic !#oced&#es% Acce!tance by t*e g#o&! and *isto#ica$
know$edge o" t*e g#o&! a#e desi#ab$e b&t not essentia$%
3 CORRECT
-thnographic research has a particular strength that makes it
especially appealing to many researchers. This strength is that
A)
it takes a relatively short time to research.
B)
it can reveal nuances and subtleties that other
methodologies miss.
C)
there is no need to control for threats to internal validity.
D)
all of these
Feedback: Et*nog#a!*ic #esea#c* can #e(ea$ n&ances and s&bt$eties t*at
ot*e# met*odo$ogies miss% O"ten) it takes a g#eat dea$ o" time to cond&ct
a t*o#o&g* et*nog#a!*ic st&dy% An et*nog#a!*ic #esea#c*e# m&st a$ways
be conce#ned abo&t t*#eats to inte#na$ (a$idity% Re$iabi$ity and (a$idity o"
in"o#mation is a$ways im!o#tant%
4 INCORRECT
Which concept is the sum of a social group,s observable patterns
of behavior" customs" and ways of life and comprises the ideas"
beliefs" and knowledge that characteri!e a particular group
A)
holistic outlook
B)
culture
C)
contextuali!ation
D)
emic perspective
Feedback: C&$t&#e is t*e s&m o" a socia$ g#o&!@s obse#(ab$e !atte#ns o"
be*a(io#) c&stoms) and ways o" $i"eG it is a$so desc#ibed as com!#ising t*e
ideas) be$ie"s) and know$edge t*at c*a#acte#i2e a !a#tic&$a# g#o&!% Emic
!e#s!ecti(e !#esents an inside#@s !e#s!ecti(e o" #ea$ity%
5 INCORRECT
When researchers describe as much as they can about the culture
of a group" trying to gain some idea of the group,s history" social
structure" politics" religious beliefs" symbols" customs" rituals" and
environment" they provide a0n1
A)
description of culture.
B)
emic perspective.
C)
holistic outlook.
D)
contextuali!ation.
Feedback: +*en #esea#c*e#s desc#ibe as m&c* as t*ey can abo&t t*e
c&$t&#e o" a g#o&!) t#ying to gain some idea o" t*e g#o&!@s *isto#y) socia$
st#&ct&#e) !o$itics) #e$igio&s be$ie"s) symbo$s) c&stoms) #it&a$s) and
en(i#onment) t*ey !#o(ide a *o$istic o&t$ook% C&$t&#e desc#ibes t*e s&m o"
a socia$ g#o&!@s obse#(ab$e !atte#ns o" be*a(io#) c&stoms) and ways o"
$i"eG its ideas) be$ie"s) and know$edge t*at c*a#acte#i2e a !a#tic&$a# g#o&!%
Emic !e#s!ecti(e !#esents an inside#@s !e#s!ecti(e o" #ea$ity%
Contet&a$i2ation !#esents w*at a #esea#c*e# *as seen and *ea#d into a
$a#ge# !e#s!ecti(e *e is !#o(iding%
7 CORRECT
When a researcher places what he has seen and heard into a
larger perspective" he is providing
A)
contextuali!ation.
B)
C)
holistic outlook.
emic perspective.
D)
Feedback: Contet&a$i2ation !#esents w*at a #esea#c*e# *as seen and
*ea#d into a $a#ge# !e#s!ecti(e *e is !#o(iding% C&$t&#e desc#ibes t*e s&m
o" a socia$ g#o&!@s obse#(ab$e !atte#ns o" be*a(io#) c&stoms) and ways o"
+*en #esea#c*e#s desc#ibe as m&c* as t*ey can abo&t t*e c&$t&#e o" a
g#o&!) t#ying to gain some idea o" t*e g#o&!@s *isto#y) socia$ st#&ct&#e)
!o$itics) #e$igio&s be$ie"s) symbo$s) c&stoms) #it&a$s) and en(i#onment)
t*ey !#o(ide a *o$istic o&t$ook% Emic !e#s!ecti(e !#esents an inside#@s
!e#s!ecti(e o" #ea$ity%
: INCORRECT
When an ethnographic researcher presents the external" scientific
objective perspective on reality" she provides
A)
emic perspective.
B)
contextuali!ation.
C)
etic perspective.
D)
Feedback: An etic !e#s!ecti(e !#esents t*e ete#na$) scienti"ic ob6ecti(e
!e#s!ecti(e on #ea$ity% Emic !e#s!ecti(e !#esents an inside#@s !e#s!ecti(e
o" #ea$ity% Contet&a$i2ation !#esents w*at a #esea#c*e# *as seen and
*ea#d into a $a#ge# !e#s!ecti(e *e is !#o(iding% C&$t&#e desc#ibes t*e s&m
o" a socia$ g#o&!@s obse#(ab$e !atte#ns o" be*a(io#) c&stoms) and ways o"
; CORRECT
When an ethnographic researcher presents an insider,s
perspective of reality" he provides
A)
etic perspective.
B)
emic perspective.
C)
D)
contextuali!ation.
Feedback: Emic !e#s!ecti(e !#esents an inside#@s !e#s!ecti(e o" #ea$ity%
An etic !e#s!ecti(e !#esents t*e ete#na$) scienti"ic ob6ecti(e !e#s!ecti(e
on #ea$ity% C&$t&#e desc#ibes t*e s&m o" a socia$ g#o&!@s obse#(ab$e
!atte#ns o" be*a(io#) c&stoms) and ways o" $i"eG its ideas) be$ie"s) and
know$edge t*at c*a#acte#i2e a !a#tic&$a# g#o&!% Contet&a$i2ation
!#esents w*at a #esea#c*e# *as seen and *ea#d into a $a#ge# !e#s!ecti(e
*e is !#o(iding%
1< INCORRECT
The most serious mistake that an ethnographer can make is
A)
refraining from making value judgments about unfamiliar
practices.
B)
presenting what he has seen and heard into a larger
perspective.
C)
describing the sum of a social group,s observable patterns of
behavior" customs" and ways of life or the ideas" beliefs" and
knowledge that characteri!e a particular group.
D)
imposing her own culture,s standards of behavior and values
onto those of another culture.
Feedback: Im!osing one@s own c&$t&#e@s standa#ds o" be*a(io# and (a$&es
onto t*ose o" anot*e# c&$t&#e is a se#io&s mistake "o# en et*nog#a!*e#%
Non6&dgmenta$ o#ientation ?doing yo&# best to #e"#ain "#om making (a$&e
6&dgments abo&t &n"ami$ia# !#actices) ) contet&a$i2ation ?!#esenting
w*at yo& *a(e seen and *ea#d into a $a#ge# !e#s!ecti(e) ) and desc#ibing
c&$t&#e ?t*e s&m o" a socia$ g#o&!@s obse#(ab$e !atte#ns o" be*a(io#)
c&stoms) and ways o" $i"e o# t*e ideas) be$ie"s) and know$edge t*at
c*a#acte#i2e a !a#tic&$a# g#o&!) a#e a$$ acce!ted !#actices o"
et*nog#a!*e#s%
11 INCORRECT
Two major means of data collection in ethnographic research are
A)
participant observation and interviewing.
B)
testing and observation.
C)
survey and testing.
D)
survey and observation.
Feedback: Ca#tici!ant obse#(ation and inte#(iewing a#e t*e two ma6o#
means o" data co$$ection in et*nog#a!*ic #esea#c*% Testing) obse#(ation)
and s&#(ey a#e not ma6o# means o" data co$$ection in et*nog#a!*ic
#esea#c*%
1- INCORRECT
A researcher,s written account of what he hears" sees"
experiences" and thinks in the course of collecting and reflecting
on data describes her
A)
field jottings.
B)
field notes.
C)
field diary.
D)
field log.
Feedback: Fie$d notes a#e a #esea#c*e#@s w#itten acco&nt o" w*at *e
*ea#s) sees) e!e#iences) and t*inks in t*e co&#se o" co$$ecting and
#e"$ecting on data% Fie$d 6ottings a#e 1&ick notes abo&t somet*ing t*e
#esea#c*e# wants to w#ite mo#e abo&t $ate#% T*ey !#o(ide a stim&$&s to
*e$! #esea#c*e#s #eca$$ detai$s t*ey do not *a(e time to w#ite down d&#ing
an obse#(ation o# an inte#(iew% A "ie$d dia#y is a !e#sona$ statement o"
t*e #esea#c*e#@s "ee$ings) o!inions) and !e#ce!tions abo&t ot*e#s wit*
w*om t*e #esea#c*e# comes in contact d&#ing t*e co&#se o" *is o# *e#
wo#k% A "ie$d $og is a #&nning acco&nt o" *ow #esea#c*e#s !$an to s!end
t*ei# time com!a#ed to *ow t*ey act&a$$y s!end it% It is) in e""ect) t*e
#esea#c*e#@s !$an "o# co$$ecting *is o# *e# data systematica$$y%
10 INCORRECT
A personal statement of the researcher,s feelings" opinions" and
perceptions about others with whom the researcher comes in
contact during the course of his work describes his
A)
field diary.
B)
field jottings.
C)
field notes.
D)
field log.
Feedback: A "ie$d dia#y is a !e#sona$ statement o" t*e #esea#c*e#@s
"ee$ings) o!inions) and !e#ce!tions abo&t ot*e#s wit* w*om t*e
#esea#c*e# comes in contact d&#ing t*e co&#se o" *is o# *e# wo#k% Fie$d
6ottings a#e 1&ick notes abo&t somet*ing t*e #esea#c*e# wants to w#ite
mo#e abo&t $ate#% T*ey !#o(ide a stim&$&s to *e$! #esea#c*e#s #eca$$
detai$s t*ey do not *a(e time to w#ite down d&#ing an obse#(ation o# an
inte#(iew% Fie$d notes a#e a #esea#c*e#@s w#itten acco&nt o" w*at *e
*ea#s) sees) e!e#iences) and t*inks in t*e co&#se o" co$$ecting and
#e"$ecting on data% A "ie$d $og is a #&nning acco&nt o" *ow #esea#c*e#s
!$an to s!end t*ei# time com!a#ed to *ow t*ey act&a$$y s!end it% It is) in
e""ect) t*e #esea#c*e#@s !$an "o# co$$ecting *is o# *e# data systematica$$y%
13 INCORRECT
(n ethnographic research" hypotheses'
A)
are usually stated at the outset.
B)
may emerge as the study progresses.
C)
are never stated.
D)
are irrelevant.
Feedback: 9y!ot*eses o"ten eme#ge as t*e st&dy !#og#esses% T*ey a#e
a$most ne(e# stated at t*e o&tset%
14 INCORRECT
Fey events refers to events that
A)
occur only in unique social groups.
B)
do not convey much information.
C)
ethnographic researchers can use to describe and analy!e an
entire culture.
D)
change a culture in important ways.
Feedback: Iey e(ents desc#ibe e(ents t*at et*nog#a!*ic #esea#c*e#s can
&se to desc#ibe and ana$y2e an enti#e c&$t&#e% T*ey con(ey a t#emendo&s
amo&nt o" in"o#mation% T*ey need not ca&se im!o#tant c*anges%
1 INCORRECT
Which of the following is not a characteristic of historical research
A)
(t focuses primarily on past materials and events.
B)
(t relies on naturalistic observation for valid data collection.
C)
(t facilitates prediction of the effects of policy.
D)
(t can be used to test hypotheses about relationships or trends.
Feedback: T*e data "o# *isto#ica$ #esea#c* come "#om a (a#iety o"
*isto#ica$ #eco#ds% T*ese may inc$&de #e!o#ts o" obse#(ations) b&t t*e
#esea#c*e# does not make t*e obse#(ations% Rat*e#) t*e *isto#ica$
#esea#c*e# attem!ts to (a$idate *isto#ica$ doc&mentation and t*en &se
t*e in"o#mation in t*is doc&mentation to make !#edictions and test
*y!ot*eses%
- INCORRECT
Which of the following is best classified as a source other than a relic
A)
a piece of furniture
B)
a legal record
C)
an original painting
D)
a monument
Feedback: A $ega$ #eco#d is w#itten mate#ia$ and is t*e#e"o#e best
c$assi"ied as a doc&ment o# so&#ce%
0 CORRECT
The process that a researcher uses to verify that the contents of a
document are accurate is known as
A)
internal criticism.
B)
external criticism.
C)
internal validity.
D)
external validity.
Feedback: Ete#na$ c#iticism is t*e !#ocess o" asce#taining t*at a
doc&ment is gen&ine% Inte#na$ c#iticism is t*e !#ocess o" asce#taining t*at
t*e contents o" t*e doc&ment a#e acc&#ate%
3 INCORRECT
Which of the following is most likely to be a secondary source
A)
a book about educational theory in the early 6;==s
B)
a soldier,s letter home during the Forean War
C)
minutes from a university faculty meeting held in 67;>
D)
a frontier family photograph
Feedback: A seconda#y so&#ce is a doc&ment !#e!a#ed by someone ot*e#
t*an a di#ect witness to an e(ent% A book abo&t ed&cationa$ t*eo#y in t*e
ea#$y 1;<<s is not $ike$y to *a(e been w#itten by t*e t*eo#ists t*emse$(es)
b&t by someone w#iting a *isto#ica$ #e!o#t abo&t ed&cationa$ t*eo#ies%
4 INCORRECT
(f a researcher uses a tape of legend from a tribal elder as a source of
data" he is using a data source known as a0n1
A)
document.
B)
relic.
C)
secondary source.
D)
oral statement.
Feedback: An o#a$ statement is any in"o#mation t*at is #e$ayed o#a$$y)
inc$&ding sto#ies) myt*s) $egends) c*ants) and songs%
5 CORRECT
Which of the following is not one of the four essential steps in
historical research
A)
defining the problem
B)
searching for relevant source material
C)
interpreting information
D)
oral statement
Feedback: Com!a#ing di""e#ent so&#ces is a desi#ab$e means o" c*ecking
(a$idity w*en !ossib$e) b&t it is not essentia$%
7 INCORRECT
Which of the following is most likely to be a primary source
A)
a miner,s letter home during the /old 3ush
B)
a poem expressing a miner,s feelings
C)
an article about educational theory in the early 6;==s
D)
a film about battlefield maneuvers in the &ivil War
Feedback: A !#ima#y so&#ce is a is one !#e!a#ed by an indi(id&a$ w*o was
a !a#tici!ant in o# a di#ect witness to t*e e(ent being desc#ibed% A !oem
abo&t "ee$ings wo&$d not !#o(ide *isto#ica$ in"o#mation% An a#tic$e o# "i$m
wo&$d *a(e been !#od&ced a"te# t*e e(ents%
: INCORRECT
Which of the following is not a disadvantage of historical research
A)
it permits the investigation of topics and questions that can be
studied in no other way
B)
sampling of information may be biased
C)
measures used in other methods to control for threats to internal
validity are not possible in a historical study
D)
validity of information is very difficult to check
Feedback: Not being ab$e to cont#o$ "o# t*#eats to inte#na$ (a$idity is a
disad(antage o" *isto#ica$ #esea#c*) as a#e t*e $ike$i*ood o" biased
sam!$ing o" in"o#mation and t*e inabi$ity to c*eck (a$idity%
; INCORRECT
Which of the following is not an advantage of historical research
A)
(t can provide a richness of information.
B)
(t permits the investigation of topics and questions that can be
studied in no other way.
C)
(t can be used to test hypotheses.
D)
The validity of information is questionable.
Feedback: 9isto#ica$ #esea#c* !e#mits t*e in(estigation o" to!ics and
1&estions t*at can be st&died in no ot*e# way% It can a$so !#o(ide
#ic*ness o" in"o#mation and be &sed to test *y!ot*eses%
1< CORRECT
.ost historical source material can be grouped into which four basic
categories
A)
relics" documents" oral statements" and numerical records
B)
relics" oral statements" museum pieces" and numerical records
C)
museum pieces" documents" oral statements" and numerical
records
D)
relics" letters from parents to children" oral statements" and
numerical records
Feedback: T*e "o&# basic catego#ies o" *isto#ica$ so&#ce mate#ia$ a#e
#e$ics) doc&ments) o#a$ statements) and n&me#ica$ #eco#ds% .&se&m
!ieces and $ette#s "#om !a#ents to c*i$d#en do not desc#ibe a basic
catego#y%
11 INCORRECT
&ensus data is best described as which kind of historical source
material
A)
relic
B)
document
C)
oral statement
D)
numerical record
Feedback: Cens&s data a#e a "o#m o" n&me#ica$ #eco#d%
1- CORRECT
An interview with a World War (( combat veteran is best described as
which kind of historical source material
A)
relic
B)
oral statement
C)
numerical record
D)
document
Feedback: An inte#(iew is a "o#m o" o#a$ statement%
10 INCORRECT
A letter from Winston &hurchill to .rs. 3oosevelt is best described as
which kind of historical source material
A)
a document
B)
a relic
C)
an oral statement
D)
a numerical record
Feedback: A $ette# is a "o#m o" a doc&ment%
13 INCORRECT
Which of the following questions does not apply to internal criticism
A)
&ould the described event have taken place
B)
+id the author have an axe to grind
C)
Would people behave as described
D)
Where was the document written
Feedback: T*is !e#tains to t*e a&t*enticity o" t*e doc&ment and "a$$s in
t*e catego#y o" ete#na$ c#iticism%
14 INCORRECT
A researcher is studying a speech given by a presidential candidate
about education in the 5.#. #he is comparing what was said to other
information. #he is engaged in
A)
content analysis.
B)
internal criticism.
C)
external criticism.
D)
a waste of time.
Feedback: Assessing t*e t#&t*"&$ness o" in"o#mation is inte#na$ c#iticism%
1 INCORRECT
Which of the following is $9T an advantage of mixed-methods research
A
)
(t enables in-depth exploration of relationships between variables.
B
)
(t is generally less expensive than other types of research.
C
)
(t can help confirm or cross-validate relationships discovered
between variables.
D
)
(t helps explain relationships found to exist between variables.
Feedback: .ied'met*ods #esea#c* is gene#a$$y mo#e e!ensi(e t*an
ot*e# ty!es o" #esea#c*%
- CORRECT
3esearchers who take a )pragmatic) approach believe that
A
)
quantitative research is always superior to qualitative research.
B
)
qualitative research is always superior to quantitative research.
C
)
quantitative and qualitative paradigms should never be combined.
D
)
researchers should use whatever is most appropriate to a given
research problem" including mixed-methods approaches.
Feedback: C#agmatists) as o!!osed to !&#ists) be$ie(e t*at combining
1&antitati(e and 1&a$itati(e met*ods can be t*e most a!!#o!#iate
a!!#oac* to take to a gi(en #esea#c* !#ob$em%
0 INCORRECT
Types of mixed-methods designs include
A
)
exploratory design.
B
)
explanatory design.
C
)
triangulation design.
D
)
all of these
Feedback: T*e t*#ee ma6o# ty!es o" mied'met*ods design a#e
e!$o#ato#y) e!$anato#y) and t*e t#iang&$ation%
3 INCORRECT
(n which type of design do researchers use quantitative and qualitative
methods to study the same phenomenon to determine if the two converge
upon a single understanding of the research problem under investigation
A
)
exploratory design.
B
)
explanatory design.
C
)
triangulation design.
D
)
all of these
Feedback: Esing bot* met*ods to dete#mine i" t*e two con(e#ge &!on a
sing$e &nde#standing is know as ,t#iang&$ation%,
4 CORRECT
Which type of sampling do qualitative researchers typically use
A
)
purposive
B
)
random
C
)
convenience
D
)
systematic
Feedback: =&a$itati(e #esea#c*e#s ty!ica$$y &se !&#!osi(e sam!$ing)
intentiona$$y se$ecting !a#tici!ants w*o a#e in"o#med abo&t o# *a(e
e!e#ience wit* t*e cent#a$ conce!ts being in(estigated%
5 INCORRECT
When researchers first use a qualitative method to discover the important
variables underlying some phenomenon and give direction to the
quantitative method" this is known as
A
)
the exploratory design.
B
)
the explanatory design.
C
)
the triangulation design.
D
)
none of these
Feedback: In an e!$o#ato#y design) 1&a$itati(e #es&$ts ty!ica$$y in"o#m a
$ate#) 1&antitati(e !*ase o" #esea#c*%
7 INCORRECT
The first step in conducting a mixed-methods study is
A
)
to develop research questions for both qualitative and quantitative
methods steps.
B
)
to develop a clear rationale for doing a mixed methods-study.
C
)
to decide if a mixed-methods study is feasible.
D
)
to determine the design most appropriate to the research question.
Feedback:
I" a #esea#c*e# isn@t "i#st c$ea# w*y both 1&a$itati(e and 1&antitati(e
met*ods a#e needed) it may not be a!!#o!#iate to de(e$o! a mied'
met*ods st&dy at a$$%
: INCORRECT
The conversion of qualitative into quantitative data is know as
A
)
data manipulation.
B
)
data processing.
C
)
quanti!ing.
D
)
sequencing.
Feedback: T*is !#ocess is known as ,1&anti2ing%,
; INCORRECT
Which of the following is $9T a good approach to take when the
quantitative and qualitative findings of a mixed-methods study contradict
each other
A
)
2resent one set of findings and omit the other in writing up the
results.
B
)
2resent the two findings in parallel and state that more research is
needed.
C
)
&ollect additional data to resolve the contradiction.
D
)
Giew the problem as a springboard for new directions of inquiry.
Feedback: It wo&$d be &net*ica$ to concea$ t*e cont#adicto#y "indings%
1< CORRECT
A researcher who compared academic performance in a primarily white
suburban school with that of a primarily black inner-city school with the
purpose of improving conditions and performance for the inner-city
students would be employing
A
)
an advocacy lens.
B
)
a positivist approach.
C
)
an unethical methodology.
D
)
none of these
Feedback: An ad(ocacy $ens occ&#s w*en t*e #esea#c*e#@s wo#$d(iew
im!$ies t*at t*e !&#!ose o" #esea#c* is to ad(ocate "o# t*e im!#o(ed
t#eatment o" #esea#c* !a#tici!ants o&tside t*e wo#$d o" #esea#c*%
1 INCORRECT
2articipation in action research can vary from
A)
providing information to analy!ing data.
B)
collecting data to writing the report.
C)
analy!ing data to reviewing interpretations.
D)
providing information to designing the study.
Feedback: T*e maim&m !a#tici!ation is in designing t*e st&dyG t*e
minim&m is !#o(iding in"o#mation% Action #esea#c* !e#mitsa com!$ete
#ange o" !ossib$e !a#tici!ation%
- INCORRECT
9f the following questions" which one does not lend itself to action
research in schools
A)
*ow can academic content be presented so as to maximi!e
understanding
B)
*ow can teachers encourage students to think about important
issues
C)
*ow can parents become more involved in their child,s education
D)
*ow did students in the nineteenth century travel to school
Feedback: T*is 1&estion $ends itse$" to *isto#ica$ #esea#c*% T*e ot*e#
answe#s a#e a!!#o!#iate "o# action #esea#c*%
0 INCORRECT
The four steps involved in action research are
A)
identifying the research problem or question" analy!ing and
interpreting the information that has been gathered" developing a
plan of action" testing the hypotheses.
B)
testing the hypotheses" developing a plan of action" checking other
research findings" obtaining the necessary information to answer the
questions.
identifying the research problem or question" analy!ing and
C) interpreting the information that has been gathered" developing a
plan of action" obtaining the necessary information to answer the
questions.
D)
analy!ing and interpreting the information that has been gathered"
developing a plan of action" obtaining the necessary information to
answer the questions" writing up the results.
Feedback: Testing *y!ot*eses) c*ecking ot*e# #esea#c* "indings and
w#iting &! #es&$ts may be desi#ab$e b&t a#e not essentia$ ste!s%
3 INCORRECT
Which of the following is not an advantage of action research
A)
(t can improve educational practice.
B)
The results are widely generali!able.
C)
(t can be carried out by an individual teacher in a classroom.
D)
(t can build up a small community of research-oriented individuals
within a school.
Feedback: In action #esea#c*) t*e #es&$ts a#e $imited in t*ei#
gene#i2abi$ity% Action #esea#c* can im!#o(e ed&cationa$ !#actice) can be
ca##ied o&t by an indi(id&a$ teac*e# in a c$ass#oom) and can b&i$d &! a
sma$$ comm&nity o" #esea#c*'o#iented indi(id&a$s wit*in a sc*oo$G t*ese
a#e a$$ ad(antages%
4 INCORRECT
Which of the following is not one of the four steps in action research
A)
identifying the research problem
B)
obtaining the necessary information to answer the question
C)
developing a plan of action
D)
developing a professional measurement instrument
Feedback: De(e$o!ing a !#o"essiona$ meas&#ement inst#&ment is not on
o" t*e "o&# ste!s in action #esea#c*% T*e "o&# ste!s in(o$(ed in action
#esea#c* a#e identi"ying t*e #esea#c* !#ob$em o# 1&estion) ana$y2ing and
inte#!#eting t*e in"o#mation t*at *as been gat*e#ed) de(e$o!ing a !$an o"
action) and obtaining t*e necessa#y in"o#mation to answe# t*e 1&estions%
5 INCORRECT
Which of the following assumptions does not underlie action research
A)
Teachers and other education professionals have authority to make
decisions.
B)
Teachers and other education professionals want to improve their
practice.
C)
Teachers and other education professionals can and will engage in
systematic research only if they are given adequate time and
additional pay.
D)
Teachers and other education professionals are committed to
continued professional development.
Feedback: Action #esea#c* does not ass&me t*at teac*e#s and ot*e#
ed&cation !#o"essiona$s can and wi$$ engage in systematic #esea#c* on$y i"
t*ey a#e gi(en ade1&ate time and additiona$ !ay% T*e ot*e# c*oices a#e a$$
ass&m!tions &nde#$ying action #esea#c*%
7 INCORRECT
Which of the following is a similarity between action research and formal
quantitative and qualitative research
A)
?ittle formal training is required to conduct these studies.
B)
(ntent is to investigate larger issues.
C)
They are very rigorous.
D)
#ystematic inquiry is utili!ed.
Feedback: Bot* action #esea#c* and "o#ma$ 1&antitati(e and 1&a$itati(e
#esea#c* &se systematic in1&i#y% T*e ot*e# c*oices !oint o&t di""e#ences
between t*e two ty!es o" #esea#c*%
: INCORRECT
What are the two main types of action research
A)
practical and participatory
B)
survey and participatory
C)
practical and content analysis
D)
historical and ethnographic
Feedback: T*e two ty!es o" action #esea#c* a#e !#actica$ action #esea#c*
and !a#tici!ato#y action #esea#c*% T*e ot*e# c*oices a#e not ty!es o"
action #esea#c*%
; INCORRECT
9f all threats to internal validity that researchers must be mindful of
protecting against" which threat should action researchers especially be
aware of
A)
instrumentation decay
B)
data-collector bias
C)
maturation threat
D)
history
Feedback: Beca&se t*e data'co$$ecto# is we$$ awa#e o" t*e intent o" t*e
st&dy) it is c#itica$ t*at t*e #esea#c*e# take ca#e not to o(e#$ook #es&$ts o#
#es!onses t*at *e o# s*e does not want to see%
1< CORRECT
Which of the following is an advantage of action research
A)
(t has to be conducted by skilled professional researchers.
B)
(t does not help teachers or professionals develop more effective
ways to practice their craft.
C)
(t can help teachers identify problems and issues systematically.
D)
(t is not generali!able.
Feedback: Action #esea#c* can *e$! teac*e#s identi"y !#ob$ems and iss&es
systematica$$y% Action #esea#c* can be cond&cted by !#o"essiona$s w*o
a#e not #esea#c*e#s) and it can *e$! teac*e#s o# !#o"essiona$ de(e$o!
e""ecti(e !#actices% T*e "act t*at action #esea#c* is not gene#a$i2ab$e is a
disad(antage%
11
INCORRECT
Which basic assumption underlying action research is not illustrated in the
following example' The entire school staff" including administrators"
teachers" classified staff" and counselors" go on a retreat to plan a study to
improve the attendance and discipline policies for the school.
A)
Teachers and other education professionals are committed to
continual professional development.
B)
Teachers and other education professionals have the authority to
make decisions.
C)
Teachers and other education professionals can and will engage in
systematic research.
D)
Teachers and other staff have the necessary research expertise.
Feedback: Resea#c* e!e#tise is not ass&med *e#e%
1- CORRECT
Which of the following is an advantage of action research
A)
requires little skill or knowledge
B)
The results are widely generali!able.
C)
can contribute to basic knowledge
D)
(t can build up a small community of research-oriented individuals
within a school.
Feedback: An ad(antage o" action #esea#c* is t*at it can b&i$d &! a sma$$
comm&nity o" #esea#c*'o#iented indi(id&a$s wit*in a sc*oo$% T*e ot*e#
c*oices a#e not eam!$es o" ad(antages o" action #esea#c*%
10 CORRECT
9f the following questions" which lends itself best to action research in
schools
A)
*ow can academic content be presented so as to maximi!e
understanding
B)
What is the relationship between the time students are given to
complete multiple-choice items and their achievement on those
items
C)
*ow did students in the nineteenth century travel to school
D)
none of these
Feedback: T*is c*oice $ends itse$" to action #esea#c* in sc*oo$s % T*e
ot*e#s $end t*emse$(es to co##e$ationa$ o# *isto#ica$ #esea#c*%
13 CORRECT
Which is not a characteristic of 2articipatory Action 3esearch
A)
(t intends to empower individuals and groups.
B)
(t emphasi!es collaboration.
C)
(t intends to effect social change.
D)
(t is immune to political pressures.
Feedback: Ca#tici!ato#y Action Resea#c* is s&b6ect to !o$itica$ !#ess&#es
since it attem!ts to in(o$(e e(e#yone *a(ing a stake in t*e o&tcomes%
1
INCORRECT
Which of the following does a research proposal not attempt to communicate
A)
purpose of the intended study
B)
results of the study" along with a discussion about them
C)
importance of the intended study
D)
step-by-step plan for conducting the study
Feedback: Act&a$ #es&$ts "#om t*e st&dy and a disc&ssion o" t*em a#e
inc$&ded in a #esea#c* #e!o#t) nota !#o!osa$% T*e !&#!ose o" t*e intended
st&dy) t*e im!o#tance o" t*e intended st&dy) and a ste!'by'ste! !$an "o#
cond&cting t*e st&dy a#e a$$ inc$&ded in a #esea#c* !#o!osa$%
-
INCORRECT
Which section of a research proposal describes succinctly what the research
proposes to investigate
A)
purpose of the study
B)
justification of the study
C)
research question
D)
definition of terms
Feedback: T*e section o" a #esea#c* !#o!osa$ t*at desc#ibes s&ccinct$y
w*at t*e #esea#c* !#o!oses to in(estigate is t*e !&#!ose o" t*e st&dy% In
t*e 6&sti"ication) #esea#c*e#s make c$ea# w*y t*is !a#tic&$a# s&b6ect is
im!o#tant to in(estigate% T*e #esea#c* 1&estion section states t*e
!a#tic&$a# 1&estion to be in(estigated% In t*e de"inition o" te#ms section)
a$$ key te#ms s*o&$d be de"ined%
0 CORRECT
(n which section of a research proposal must researchers make clear why this
particular subject is important to investigate
A)
the research question
B)
definition of terms
C)
D)
Feedback: T*e 6&sti"ication section in a #esea#c* !#o!osa$ makes c$ea#
w*y t*is !a#tic&$a# s&b6ect is im!o#tant to in(estigate% T*e #esea#c*
1&estion section states t*e !a#tic&$a# 1&estion to be in(estigated% In t*e
de"inition o" te#ms section) a$$ key te#ms s*o&$d be de"ined% T*e section o"
a #esea#c* !#o!osa$ t*at desc#ibes s&ccinct$y w*at t*e #esea#c* !#o!oses
to in(estigate is t*e !&#!ose o" t*e st&dy%
3
INCORRECT
(n which section of a research proposal must researchers state the particular
question to be investigated
A)
B)
research question
C)
definition of terms
D)
Feedback: T*e #esea#c* 1&estion section states t*e !a#tic&$a# 1&estion to
be in(estigated% In t*e 6&sti"ication) #esea#c*e#s make c$ea# w*y t*is
!a#tic&$a# s&b6ect is im!o#tant to in(estigate% In t*e de"inition o" te#ms
section) a$$ key te#ms s*o&$d be de"ined% T*e section o" a #esea#c*
!#o!osa$ t*at desc#ibes s&ccinct$y w*at t*e #esea#c* !#o!oses to
in(estigate is t*e !&#!ose o" t*e st&dy%
4 CORRECT
Which is not a question to ask when evaluating a research report
A)
Were the instruments valid for the purpose
B)
Was the sample representative of the intended population
C)
Was the procedure clear enough to be reproduced
D)
Was it published in an important journal
Feedback: T*e !#estige o" t*e !&b$ication is on$y a !a#tia$ g&ide to t*e
1&a$ity o" t*e #e!o#t%
5
INCORRECT
Which section of a research report is not contained in a research proposal
A)
B)
research question
C)
results and discussion about them
D)
Feedback: Act&a$ #es&$ts and a disc&ssion o" t*em a#e not &s&a$$y
contained in a #esea#c* !#o!osa$%
7 CORRECT
The essential difference between a research proposal and a research report is
that
A)
a research report states what was done rather than what will be done
and includes the actual results of the study.
B)
a research report states the research question.
C)
a research report states the purpose of the study.
D)
all of these
Feedback: T*e essentia$ di""e#ence between a #esea#c* !#o!osa$ and a
#esea#c* #e!o#t is t*at a #esea#c* #e!o#t states w*at was done #at*e#
t*an w*at wi$$ be done and inc$&des t*e act&a$ #es&$ts o" t*e st&dy% T*&s)
in a #e!o#t) a desc#i!tion o" t*e "indings !e#tinent to eac* o" t*e #esea#c*
*y!ot*eses o# 1&estions is !#esented) a$ong wit* a disc&ssion by t*e
#esea#c*e# o" w*at t*e "indings o" t*e st&dy im!$y "o# o(e#a$$ know$edge
and c&##ent !#actice%
: CORRECT
+iscussion of internal validity is found in which section of a research proposal
A)
procedures
B)
budget
C)
results and findings
D)
key terms
Feedback: Disc&ssion o" inte#na$ (a$idity is "o&nd in t*e !#oced&#es
section o" a #esea#c* !#o!osa$%
; CORRECT
+iscussion of results and findings is found in which section of a research
proposal
A)
budget
B)
procedures
C)
conclusions
D)
none of these
Feedback: Disc&ssion o" #es&$ts and "indings is "o&nd on$y on #esea#c*
#e!o#ts) not !#o!osa$s%
1<
INCORRECT
Which statement does not apply to the )discussion) section of a report
A)
(t should be consistent with the study results.
B)
(t should not go beyond the study results.
C)
(t should generally be distinct from the results.
D)
(n qualitative studies" keeping it distinct from results is difficult.
Feedback: Disc&ssion o"ten does and s*o&$d go beyond t*e #es&$ts in
e!$o#ing im!$ications% It s*o&$d be consistent wit* #es&$ts and it s*o&$d
be distinct "#om #es&$ts) t*o&g* t*is is di""ic&$t in 1&a$itati(e st&dies%
11
INCORRECT
(n the data analysis section the researcher discusses which of the following
A)
the budget
B)
how the data will be collected
C)
results and findings
D)
all of these
Feedback: T*e data ana$ysis section disc&sses *ow t*e data wi$$ be
co$$ected and ana$y2ed% T*e b&dget section is t*e w*e#e t*e #esea#c*e#
disc&sses w*at money wi$$ be needed to "&nd t*e #esea#c*% T*e
#esea#c*e# disc&sses #es&$ts and "indings in t*e #es&$ts and "indings
section o" a #esea#c* #e!o#t%
1-
INCORRECT
$ormally" the final section of a report is the offering of some suggestions for'
A)
ways of collecting more data.
B)
more funding.
C)
further research.
D)
none of these
Feedback: No#ma$$y) t*e "ina$ section o" a #e!o#t o""e#s some s&ggestions
"o# "&#t*e# #esea#c*%
10
INCORRECT
A research report communicates what was actually'
A)
done in a study" and what resulted.
B)
researched.
C)
funded for further research.
D)
all of these
Feedback: A #esea#c* #e!o#t comm&nicates w*at was act&a$$y done in a
st&dy) and w*at #es&$ted% +*i$e a #esea#c* #e!o#t mig*t s&ggest a#eas "o#
"&#t*e# "&nding "o# #esea#c*) it does not comm&nicate w*at was "&nded
"o# "&#t*e# #esea#c*%

1 Correct

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 Correct

Uploaded by

Copyright:

Available Formats

1 INCORRECT

The ability to draw

You might also like