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endeavors to describe, explain, predict, and/or control phenomena
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after formulating a research problem and hypothesis, the next step in the research process is:
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Educational Research
Educational Research RFC1
| Question | Answer |
|---|---|
| endeavors to describe, explain, predict, and/or control phenomena | the scientific method |
| after formulating a research problem and hypothesis, the next step in the research process is: | to propose a procedure to test an answer to the problem |
| why do researchers not always follow the exact steps of the scientific method? | some important research is conducted in advance of forming a hypothesis |
| when would you possibly choose a Qualitative study? | when you want to develop new concepts or theoretical perspectives about a particular phenomenon |
| what is a major difference between qualitative research and quantitative research? | in qualitative research, the researcher has little control over the environment. |
| an example of a study that likely uses quantitative methods is: | comparing test results across groups to understand the effects of a particular instructional approach |
| experimental designs can be differentiated most clearly from correlational or causal-comparative designs because only experimental designs involve: | a controlled method to test cause- and- effect relations |
| the type of research most directly interested in testing a theory to determine its usefulness in solving practical problems is: | applied research |
| a teacher interested in whether a new instructioanl approach will be useful to enhance his own students' academic performance is likely to conduct: | evaluation research |
| in the US, most colleges, universities, and research institutions must have educational research proposals reviewed by the: | Institutional review board |
| one benefit of a literature review is that: | it can help refine research questions |
| an important characteristic of a good research topic is that: | the topic contributes to theory or practice |
| a researchable topic is one that: | can be studied by collecting data and analyzing data |
| one difference between the development of a quantitative problem and that of a qualitative problemis that: | a quantitative problem is formulated before data is collected and analyzed, but a qualitative problem emerges during the collection and analysis of data |
| a research hypothesis is defined as: | a tentative prediction of the results of the research |
| an Operational Definition: | clarifies the variables in terms of measurable behaviors or groupings |
| when you predict that no difference will exist between groups in a study, you are forming a: | null hypothesis |
| a Directional Hypothesis is: | used when a researcher has theoretical or empirical support for a prediction |
| a non-directional hypothesis: | predicts a difference, but not which group will be higher or lower |
| when a question arises in the mind of a researcher, the next step they usually take is: | convert the question into a clearly stated research problem |
| conducting a study on a previous study, such as one found in a library: | replication |
| a review of the literature can be best defined as: | systematic indentification and analysis of information realted to the research |
| a summary of the literature provides very little information... | toward fully understanding the complexities of the research topic |
| literature review in a qualitative study: | will be completed later than if doing a quantitative study |
| the online database most often consulted to find education related research is: | ERIC (Education Resources Information Center) |
| These sources provide details about the method, procedure, and implications of particular studies, as well as the original data analysis | Primary Sources |
| the first question you should ask yourself when evaluating sources for a literature review is: | Does this really apply to my research topic? |
| the first step in abstracting a reference should be to: | read the abstract and/or skim the article |
| when organizing a research manuscript, the references most directly related to your study should appear: | Last in the review section, right before the hypothesis |
| a summary of an article or study, describing its hypotheses, procedures, and results, is a(n): | abstract |
| a statistical approach to summarizing the results of many quantitative studies focusing on the same problem is: | meta-analysis |
| an effect size over .80 is considered: | powerful |
| a detailed description of the procedures that will be used to investigate a topic is known as: | a research plan |
| a research plan does not include: | definitive conclusions |
| qualitative plans state: | guiding hypotheses |
| quantitative plans: | lay out a structured way to test a (research) hypothesis |
| a research plan includes: | the literature review |
| a quantitative research plan generally includes: | an introduction, discussion of methods and data analysis, and timeline |
| the introduction sectionof a quantitative research plan does not include: | a list of materials and apparatus |
| the list of materials and apparatus should appear in the: | methods section |
| the Procedure secton of a quantitative research plan should include: | a detailed description of the technique to select the study participants |
| in a quantitative research plan, the discussion of sampling design and data collection procedures is found in the: | method section of the research plan |
| one advantage of conducting a pre-proposal field study is that it: | helps the researcher understand teh socio-cultural context of the setting |
| a fully developed qualitative research plan should include: | title, introduction, procedures, potential contributions, and limitations |
| this section is not found in a qualitative research plan: | Subjects section |
| a formal evaluation of a research plan may include: | a pilot study |
| if a pilot study leads to a modification of your research method, it is considered: | successful |
| the process of selecting a number of particpants fora study in a way that they represent the larger group from which they were selected is known as: | sampling |
| the purpose of random sampling is to ensure: | representativeness of the sample |
| these techniques are types of non-random (non-probability) sampling | convenience sampling, quota sampling, and snowball sampling. |
| Random sampling techniques might include | simple random sampling, systematic sampling and cluster sampling. |
| the researcher specifies the characteristics of the population of interest and then locates individuals who match those characteristics | Purposive sampling |
| each research participant is asked to identify other potential research participants who have a certain characteristic | snowball sampling |
| it involves setting quotas and then using convenience sampling to obtain those quotas | quota sampling |
| it simply involves using the people who are the most available or the most easily selected to be in your research study | convenience sampling |
| this type of sampling produces representative samples | Random sampling |
| this type of sampling does NOT produce representative samples | Nonrandom sampling |
| the most basic type of random sampling | simple random sampling |
| random sampling is a: | equal probability sampling method (which is abbreviated by EPSEM) |
| EPSEM means | everyone in the sampling frame has an equal chance of being in the final sample |
| samples that represent the populations from which they were selected | "representative" samples |
| an example of simple random sampling | put all the names from your population into a hat and then select a subset |
| systematic sampling | 1. determine sampling interval, symbolized by "k," 2. randomly select a # b/t 1 and k, and include that person in your sample. 3. include each kth element in your sample. Ex. if k is 10 and your randomly selected # was 5, select persons 5, 15, 25,etc. |
| stratified random sampling | 1. stratify your sampling frame (e.g.,males and females). 2nd,take a random sample from each group (i.e., take a random sample of males and a random sample of females). Put these two sets of people together and you now have your final sample |
| proportional stratified sampling | in this type of stratified random sampling, you must make sure the subsamples (e.g., the samples of males and females) are proportional to their sizes in the population. |
| disproportional stratified sampling | In disproportional stratified sampling, the in this type of stratified random sampling subsamples are not proportional to their sizes in the population |
| cluster sampling | In this type of sampling you randomly select clusters rather than individual type units in the first stage of sampling |
| cluster | has more than one unit in it (school, classroom, team) |
| one-stage cluster sampling | you first select a random sample of clusters. • Then you include in your final sample all of the individual units that are in the selected clusters |
| two-stage cluster sampling | In the first stage you take a random sample of clusters elements from each of the clusters you selected in stage one (e.g., in stage two you might randomly select 10 students from each of the 15 classrooms you selected in stage one |
| nonrandom sampling results in a sample that: | is nonprobabilistic |
| sampling error is best controlled by: | randomly selecting large samples from the population |
| when selecting a sample, a researcher can select a technique that allows him to minimize: | both sampling error and sample bias |
| when a researcher begins to hear the same things from each additional participant she interviews, she should: | stop sampling at this point |
| random purposive sampling | this qualitative strategy is best for small samples |
| attitudes are an example of this | construct |
| the scale of measurement with an absolute zero point is known as a(n): | ratio scale |
| the scale of measurement that involves rank ordering data is known as a(n): | ordinal scale |
| the process is a broad term that encompasses the entire process of collecting, synthesizing, and interpreting information | assessment |
| when an assessment measures a process or product, it is known as a: | performance assessment |
| a projective test is difficult to score because: | participants respond with a reaction or interpretation unique to the respondent |
| the extent to which a test provides scores that are meaningful, appropriate, or useful | validity |
| item validity and sampling validity are two components of: | content validity |
| test reliability refers to: | consistency in the test results |
| the reliability estimate that requires only a single administration of a test is called: | internal consistency reliability |
| obtaining the same results on repeated administration of the same instrument is called | test-retest reliability |
| MMY or Mental Measurements Yearbook | where researchers will find the best information about unpublished tests |
| the most important factor to be considered in test selection is: | validity |
| one type of a "supply" item is a: | short-answer question |
| a good pilot test for a self-constructed assessment measure should inlcude: | a small number of participants from your target population |
| survey research is a form of: | descriptive research |
| , to measure growth or change is called: | longitudinal survey |
| a survey that involves data collection over time from the same group of subjects | Panel Study (a type of longitudinal study) |
| a study designated to establish the relation between two variables is best described as: | correlational |
| the minimal sample size for a correlational study is | thirty (30) |
| reduction in correlation coefficients resulting from instruments with low reliabilities is known as: | attenuation |
| A Pearson Correlation should be used to analyze data when | the predictor and criterion variables are measured on a continuous scale (ex. ratio or interval) |
| Y= a + bX, the X is the ___________ variable. | predictor |
| Y= a + bX, Y is the ____________. | criterion |
| this refers to the tendency for the prediction to be less accurate for a group other than the one on which it was originally developed. | shrinkage |
| ANCOVA (Analysis of Covariance) | a statistical procedure used to equate groups for preexisting differences on the dependent measure |
| another name for the outcome variable is: | dependent variable |
| the control of extraneous variables to ensure that the treatment alone causes the effect is known as: | internal validity |
| when different groups in a study drop out for different reasons and with different frequency | mortality |
| the ability to generalize the results of a study is known as: | external validity |
| relates to the situations, environments, times, and other similar contextual variables | ecological validity |
| an example of an active experimenter effect is: | experimenter bias |
| a serious external validity threat that can be controlled | experimenter bias |
| the threat to valdiity that occurs when participants in different conditions talk about the study with each other, the threat to validity that occurs is: | treatment diffusion |
| the purpose of ANCOVA is: | to statistically control for pretest differences between groups |
| randon assignment is not possible in this type of research | quasi-experimental research |
| A single-subject researcher is generally most interested in whether the: | participant improved |
| The greatest concern for researchers using a single-subject design is | external validity |
| Consistent scoring minimizes error. a portion of the data should be checked for consistency in scoring. That portion should be approximately | 25% of the data |
| an example of a measure of variability | range |
| The number or score that occurs most frequently in a distribution of data is the | mode |
| The point at which half of the scores appear above it and half appear below it is the | Median |
| an example of a measure of central tendency | mean |
| Measures of variability indicate the | extent to which scores differ from one another. |
| To compute the range of a dataset, you should | subtract the lowest score from the highest score. |
| If we divide a set of data into four parts, these parts are called | quartiles |
| The highest point of a normal curve represents the | most frequently occurring score. |
| When the mode of a distribution falls either to the right or left of its mean, the distribution is described as | skewed |
| The ends of the normal curve never touch the baseline because | the normal curve always allows for the existence of unexpected extremes at either end. |
| Statistical measures like z scores and T scores are used to establish | where a single score falls in the distribution, compared to all other scores. |
| The standard scores that are most commonly used and easiest to understand are | percentiles |
| The purpose of a correlation is to measure | relations |
| The symbol for the Pearson product moment correlation is | "r" |
| the appropriate correlation coefficient for ranked data. | Spearman rho. |
| The statistic most closely related to the standard error of the mean is the | standard deviation |
| On the normal curve, one standard deviation above the mean is | 34% |
| If the observed mean from a sample is one standard error of the mean above the population mean, the percentage of mean scores that fall below it is | 84%. |
| As sample size increases, the standard error of the mean | decreases |
| The most common probability level used in educational research is | .05 |
| When researchers evaluate the results of a study against their original expectations, they are engaging in the process of | hypothesis testing |
| A rejection of the null hypothesis when it is actually true is described as a | Type I error |
| A Type I error always involves the | (incorrect) decision to reject the null hypothesis |
| a Type I error is also known as a: | false-positive |
| The best statistical test of significance for to use for nonindependent samples is best when comparing a single group's performance on two occasions | t test for nonindependent samples. |
| A key difference between a simple analysis of variance and a multi-factor analysis of variance is that | a multi-factor analysis of variance has at least two independent variables. |
| compares observed frequencies to expected frequencies | Chi-square (X2) |
| For Chi square, the null hypothesis indicates that | the observed pattern of results does not differ from the expected pattern. |
| allows the researcher to remove variables from our predictive model if they are not making a significant contribution | Step-wise regression techniques |
| When an observer remains separated from the setting and participants, he is described as a | nonparticipant observer. |
| The purpose of an interview is to | explore and probe participants' thoughts and feelings. |
| The guide a researcher uses to structure an interview is called a(n) | protocol |
| The degree to which narrative data collected accurately gauges what the researcher is trying to measure is the definition of | validity |
| The factual accuracy of the account is known as | descriptive validity. |
| The data collection method LEAST likely to be used in narrative research is | conducting a survey. |
| The process of gathering stories, analyzing them for key elements, and rewriting them in chronological order describes | restorying. |
| a qualitative approach to the study of the cultural patterns and perspectives of participants. | Ethnographic research |
| A set of shared attitudes, concepts, beliefs, and practices that can be attributed to the members of a group is a definition of their | culture |
| When conducting ethnographic research, the researcher should | reflect about his or her role in the setting. |
| describe the activities and the shared patterns of behavior of a specific group | an ethnographic case study. |
| In qualitative research, relying on several data sources to ensure validity. | triangulation |
| a unit around which there are boundaries is referred to as a: | Case |
| Case studies are especially useful when a researcher's goal is to study | a process by which change occurs. |
| A collective case study, unlike other types of case studies, involves | research undertaken about the same phenomenon but at multiple sites. |
| The key difference between a site-ordered descriptive matrix and a site-ordered predictor-outcome matrix is that | the predictor-outcome matrix involves explanation and interpretation. |
| Scatterplots are useful for the analysis of data in a case study because they enable the case study researcher to | see where clustering of themes and trends occur. |
| The purpose of qualitative data analysis is to | bring order to the data. |
| describes the process of qualitative data analysis? | It is an ongoing, inductive, cyclic process integrated into phases of the research process. |
| Data analysis in qualitative research starts | from the initial interaction with participants and continues that interaction and analysis throughout the entire study |
| Placing small pieces of data into more general categories is referred to as | classifying |
| focuses on features of the organization under study | organizational review. |
| The purpose of qualitative data interpretation is to | make sense of the data. |
| involves systematically summarizing the data | data analysis |
| involves making sense of what the data mean. | data interpretation |
| The purpose of mixed methods research is to | build upon the synergy that exists between quantitative and qualitative methods in order to more fully understand a phenomenon |
| One limitation of mixed methods designs is that | it is difficult for one person to have the expertise to conduct mixed methods designs |
| Quantitative methods are used first and followed by qualitative methods. | QUAN-qual |
| Which method, if any, is dominant in a QUAL-quan mixed methods design? | Qualitative is dominant. |
| what does "QUAL" prefix imply | that qualitative methods dominate this design |
| The Triangulation method of Mixed Methods Design is also known as | QUAN-QUAL. |
| A study characterized by individual teachers' decision-making authority, commitments to continued professional development, and systematic reflection on their practice is known as | practical action research. |
| Action research is done | by teachers, for teachers |
| A discussion of validity and reliability should appear in the | instruments section of the research report. |
| this section allows The researcher the flexibility to express opinions, discuss implications for educational practice, and suggest additional research in the | discussion section of the research report. |
| In which design are you concerned about the time the researcher spent in the field? | ethnographic studies |
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