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EDL 541 Unit 3
| Question | Answer |
|---|---|
| in literature review, preference is given to _____ studies and ____ researchers in the field | original, well known |
| sources used in literature review are listed if: | only cited in paper |
| unlike high school term papers, literature review must give equal weight to: | opposing views (be unbiased) |
| what are the 5 general areas to takes notes on when reviewing literature? | problem, hypothesis, procedure (methodology, sample, instruments), findings, conclusions |
| in addition to the 5 general areas to take notes on, watch out for these two things: | who conducted the research, does it contradict long held views |
| how to trust author | knowledgeable in field, record of well conducted research |
| contradictions to look for | unique, untried solution or more dramatic benefit that we know can happen |
| 3 things my literature review should show: | familiar with authors of that field, know the issues or controversies of the field, the review fits into an existing line of research |
| T/F many quasi-experimental studies are useful and well-designed | true |
| True experimental design has ______ assignment; quasi-experimental does not. | random |
| T/F quasi-experimental designs often use existing groups, such as two classrooms of students | true |
| why bother with quasi-experimental research? | more feasible, or random assignment not possible |
| how to deal with extraneous variables influencing our outcomes in quasi-experimental research | provide descriptive information that shows that the classes are similar, or give both groups the treatment on different items/chapters |
| in my quasi-experimental research, I'll need to write this section to inform readers of other factors that may have caused the effect | limitations |
| T/F practical significance = statistical significance | false |
| differences not due to chance | statistically significant difference |
| T/F statistically significant difference tells us if the difference is important or not, and how large the difference is | false |
| An _________ indicates the magnitude of the difference between two groups | effect size |
| An _________ is an indicator of how large a difference between two groups is. | effect size |
| The workhorse difference for calculating an effect size is the difference between the __________. | treatment and the comparison group |
| the workhorse difference written as a formula: | MeanExperimental - MeanControl |
| The formula - the maze the workhorse is run through - shortens to this: | Divide the workhorse by the control group's standard deviation. |
| "The Effect Size" | ES |
| "is determined by" | = |
| "subtracting the Mean of the Control Group from the Mean of the Experimental Group" | (you just read through the top line, but from right to left!) |
| "and dividing that by" (you're pointing at the fraction line) "the Standard Deviation of the Control Group" | (you are now pointing to the denominator). |
| an indicator of how spread how a group of scores is | standard deviation |
| the difference between the 2 groups (that's the numerator of the formula) adjusted for how spread out the individual scores in the control group were (that's the denominator of the formula). | effect size |
| Fraenkel and Wallen recommend interpreting an effect size of ___ or larger as "important." | 0.50 (1/2 a standard deviation point) |
| If there's a big difference between the treatment and control groups' means, and the control group standard deviation is small, the effect size will be ____. | large |
| If there's a tiny difference between the treatment and control groups' means, there's probably going to be a _____ effect size, regardless of the control group standard deviation. | small |
| If there's a moderate difference between the treatment and the control groups' means, then whether the effect size is small or large will depend on the ______. | denominator (the StandardDeviationControl) |
| _______ group receives no treatment | control |
| "____group gets a different treatment" than the "experimental group" | comparison |
| An effect size can be used in such studies to indicate the _____ of the difference between your treatment group and your comparison group | magnitude |
| 68-95-99 rule lets us quickly interpret whether a score for a student is | about average or rather far from average |
| ___ percent of scores fall within plus or minus 1 standard deviation of the mean | 68 |
| _____ percent of scores fall within plus or minus 2 standard deviations of the mean | 95 |
| ___ percent of scores fall within plus or minus 3 standard deviations of the mean. | 99 (99.7) |
| Percentile ranks start at the ____ of the distribution, not at the middle | left |
| A student who scores in the exact middle - at the mean - would have a deviation from the mean of ____, but the student would have a percentile rank of ____ | 0,50 |
| ___ is the same as the "standard deviation | z score |
| Note that someone who scores exactly at the mean (i.e., in the middle) has a z score of ___ | zero |
| The 68-95-99 rule is useful because it lets us interpret how far a score is from the ___ | mean |
| The 68-95-99 rule requires us to know two pieces of information: | 1. How far a score is from the mean. 2. What the standard deviation for the group is |
| assessment of body of literature pertaining to a particular question | literature review |
| literature review gives researchers these two things: | info and ideas about topic, info about gap in research |
| 3 types of sources | indexes, primary, seconday |
| general reference tools, abstracts | indexes |
| results of own studies | primary source |
| describes works of others | secondary source |
| benefit of lit review from reading opinion pieces | info and ideas about topics |
| benefit of lit review from reading research articles | gaps in research |
| averages results of selected studies to get an overall index of an outcome | meta-analysis |
| authors 5 things for notecards | 1. clearly stated problem. 2. hypothesis or objectives 3. procedures (methodology,subjects,etc) 4. findings 5. conclusions |
| in search engines things like "and" or "or" used to narrow search | boolean operators |
| 5 parts of literature review | 1. intro 2. body (related studies) 3. summary (ties together main ideas) 4. conclusion 5. references |
| in meta-analysis, the writer "averages the results of the selected studies to get an ___ ___ of the outcome or relationship" | overall index |
| the most serious criticism of meta-analysis is that: | poorly designed studies count as much as good ones |
| the most common secondary source | textbook |
| For which type of research are hypotheses not as important? | descriptive |
| This is a concept that stands for a class of objects | variable |
| individual members in the class of objects must __ and __ to qualify as a variable | differ, vary |
| if all members of the class are identical, we do not have a ___, we have a ___ | variable, constant |
| this type of variable exist along a continuum from less to more | quantitative |
| this type of variable does not vary in degree | qualitative |
| T/F the variable "anxiety" can be either quantitative or qualitative | true |
| the ___ variable is also known as manipulated, experimental, or treatment | independent |
| the categorical variable is the ___ variable | independent |
| the quantitative variable is the ___ variable | dependent |
| __ variables are independent variables that have not been controlled | extraneous |
| disadvantages of stating a hypothesis | 1. leads to bias 2. unnecessary or inappropriate 3. prevent from seeing other phenomena |
| A __ is a number drawn from a larger population and a ___ is based on info from the entire population. | statistic, parameter |
| info can only be reported in 3 ways: | words, numbers, graphs/charts |
| initial scores which have little meaning by themselves | raw score |
| converted raw scores so they are more useful | derived score |
| percentage of individuals scoring at or below a given raw score | percentile rank |
| put info in order by listing scores in order of hi to low in one column and tallies for each in the other (however sometimes hard to visualize) | frequency distribution |
| the first column in frequency distribution | raw score |
| the second column in frequency distribution | frequency |
| graph showing frequency distribution | frequency polygon |
| the y axis of frequency polygon | frequency |
| the x axis of frequency polygon | score |
| few exceptionally high scores in frequency polygon produces this | positively skewed distribution |
| The ____ is the 50th percentile | median |
| 25th percentile, 50th percentile, 75th percentile | 1st, 2nd, 3rd quartiles |
| the distance between the highest and lowest scores in a distribution | range |
| formula: mean of distribution (step 1 of standard deviation) | x bar equals sum of x(raw scores) divided by number of scores |
| formula: variance (steps 2-5 of standard deviation) | sum of square of all the raw scores minus the mean divided by number of scores |
| formula: standard deviation | square root of variance |
| ___ % of all scores fall on each side of the mean in standard deviation | 50 |
| in normal distribution, ___ % of scores fall within 1 standard deviation (__ above and ___ below_ | 68 (34,34) |
| ___% fall within 2 standard deviations of the mean | 95 |
| ___% fall within 3 standard deviations of the mean | 99.7% |
| shows how far a score is from the mean in standard deviation units | z score |
| formula for z score | raw score minus mean divided by standard deviation |
| z score of zero is equal to the: | mean |
| * The key difference between quasi-experimental research and true experimental research is that the latter has ________ assignment. | random |
| *The key problem in interpreting quasi-experimental research is that, compared to true experimental research, we are much more concerned that any apparent effects of the independent (treatment) variable could be due to ___________ variables. | extraneous |
| *If you take the difference between the treatment group and the comparison group, then divide that difference by the standard deviation, you have the ________ _________. | effect size |
| *You are reading a research report and see that the findings dramatically contradict prior research. The researcher claims to have found the "silver bullet" solution to some major educational problem. While you are not opposed to changing your views based | the treatment group used something unique & claims to have found dramatically greater benefits than prior research or prior experience suggests |
| *There are several similarities and differences between traditional term papers (like you did in high school) and the review of the literature that is included in a research report. One of the similarities is that both term papers and literature reviews l | (all of the above choices) |
| *The references list at the back of a research report should include: | only cited sources |
| *You are reading several well-conducted research studies that found a "statistically significant effect" for students that were in certain types of computer-enhanced classrooms. You did a thorough search of the literature and found that all the studies th | The students in the computer-enhanced classrooms scored higher, but you can't be sure how much higher, and you cannot begin to tell whether it is enough higher to justify the expense of the computers. |
| *Which of the following terms tells you whether there is a difference between two groups (and that difference is probably not just due to chance differences)? | statistical significance |
| *Which of the following terms gives you an indication of the size of the difference between the treatment and the comparison group? | effect size |
| *Dr. Matthews has noted that many educational statistics have some "workhorse" piece. That "workhorse" is generally | The difference between two key numbers or pieces of information |
| *The "workhorse" part of calculating the effect size is: | The difference between the treatment group mean and the comparison group mean. |
| we can think of an educational statistic (such as the effect size) as consisting of a "workhorse" and a "maze" or formula the "workhorse" is run through. In calculating the effect size, the "maze" or formula consists of taking the "workhorse" difference a | Dividing it by the standard deviation. |
| *a variable is considered as a "class of objects, such as gender, eye color, achievement, motivation or running speed," and add that the "individual members in the class of objects ... must ______________, or vary, to qualify the class as a variable." | differ |
| *"If all members of the class (of objects) are identical, we do not have a variable," we have a ____________. | constant |
| *If you are at the library using ERIC as your search database, it may help you to use ____________ operators, such as "and" and "or" to help narrow your search | boolean |
| *Which of the following examples are quantitative (that is, scalar, not categorical) variables? | (choices 1 & 4) |
| *Which of the following examples are categorical variables? | (choices 3&4) |
| *The "experimental" variable is sometimes also called the: | (choices 2&3) |
| *In many research studies in education, a categorical variable is the independent variable and the quantitative variable is often the outcome, or ____________ variable. | dependent |
| *Prior to conducting a study, which type of variable is often both hoped to and assumed to have an effect on, or to influence somehow, another variable? | independent variable |
| *Which of the following are advantages of stating hypothesis? | (all of the above) |
| *A number based on a sample drawn from a larger population is a: | statistic |
| *Which of the following is a way that the findings of a study can be reported? | (all of the above choices) |
| *When a frequency polygon has a few exceptionally high scores to throw the bell-shaped curve out of balance, it is said to be: | positively skewed |
| *T/F Extraneous variables are variables which have no effect on the dependent variables. | false |
| *T/F the most serious criticism" of meta-analysis methodology is that a badly done study counts as much as a well designed study. | true |
| *T/F In a bell-shaped, or normal curve, the large majority of the scores are concentrated in the middle of the distribution, and the scores decrease in frequency the farther away from the middle they are | true |
| * A "standard deviation" is "sort of an average" of how ________ a group of scores is. | spread out |
| *The "workhorse" piece for calculating a standard deviation is the difference between: | each individual score and the mean. (These are then squared, summed up and divided by the number of scores [which gives the variance];then "unsquared" by taking the square root of the variance.) |
| *T/F The workhorse piece for the formula for the standard deviation is the difference between each individual score and the mean; the workhorse piece for the effect size is the difference between 2 groups. | true |
| *or ExpensiveBrandNameDogFood group is 50 pounds. The average weight for the InexpensiveGenericDogFood group is 45 pounds. The standard deviation for the InexpensiveGenericDogFood is 10 pounds. What is the effect size? | .5 |
| *A cat food company tests two types of cat food to see if cats fed ExpensiveBrandCatFood grow to be bigger than cats fed CheapGenericCatFood. They get the following results at the end of the study: ExpensiveBrandCatFood cats weighed on average18 pounds; | .75 |
| *True or False? In research reports, a finding of [statistical] "significance" is a finding that there was an "unlikely due to chance" difference between the two groups (but doesn't imply that difference was necessarily large); when the researchers refer | true |
| *T/F In the ways that researchers typically use the terms "significance" and "magnitude," the effect size is an indicator of the magnitude, but not the significance, of the difference between two groups. | true |
| *A student with a z score of minus 1 will have a percentile rank of: | 16 |
| * A student with a z score of plus 1, that is, a student who scores one standard deviation above the mean, will have a percentile rank of: | 84 |
| * A student with a z score of plus 1, that is, a student who scores one standard deviation above the mean, will have a percentile rank of: | Did as well as or better than 84 percent of the students taking the test. |
Created by:
Mrs. Bridgman