Educational Research RFC1
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| show | the scientific method
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| after formulating a research problem and hypothesis, the next step in the research process is: | show 🗑
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| show | some important research is conducted in advance of forming a hypothesis
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| when would you possibly choose a Qualitative study? | show 🗑
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| show | in qualitative research, the researcher has little control over the environment.
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| an example of a study that likely uses quantitative methods is: | show 🗑
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| experimental designs can be differentiated most clearly from correlational or causal-comparative designs because only experimental designs involve: | show 🗑
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| show | applied research
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| a teacher interested in whether a new instructioanl approach will be useful to enhance his own students' academic performance is likely to conduct: | show 🗑
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| in the US, most colleges, universities, and research institutions must have educational research proposals reviewed by the: | show 🗑
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| show | it can help refine research questions
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| an important characteristic of a good research topic is that: | show 🗑
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| show | can be studied by collecting data and analyzing data
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| show | a quantitative problem is formulated before data is collected and analyzed, but a qualitative problem emerges during the collection and analysis of data
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| show | a tentative prediction of the results of the research
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| an Operational Definition: | show 🗑
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| when you predict that no difference will exist between groups in a study, you are forming a: | show 🗑
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| a Directional Hypothesis is: | show 🗑
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| show | predicts a difference, but not which group will be higher or lower
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| when a question arises in the mind of a researcher, the next step they usually take is: | show 🗑
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| show | replication
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| show | systematic indentification and analysis of information realted to the research
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| show | toward fully understanding the complexities of the research topic
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| show | will be completed later than if doing a quantitative study
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| the online database most often consulted to find education related research is: | show 🗑
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| show | Primary Sources
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| show | Does this really apply to my research topic?
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| show | read the abstract and/or skim the article
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| show | Last in the review section, right before the hypothesis
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| show | abstract
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| show | meta-analysis
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| an effect size over .80 is considered: | show 🗑
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| show | a research plan
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| show | definitive conclusions
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| qualitative plans state: | show 🗑
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| show | lay out a structured way to test a (research) hypothesis
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| show | the literature review
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| show | an introduction, discussion of methods and data analysis, and timeline
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| show | a list of materials and apparatus
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| the list of materials and apparatus should appear in the: | show 🗑
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| show | a detailed description of the technique to select the study participants
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| show | method section of the research plan
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| one advantage of conducting a pre-proposal field study is that it: | show 🗑
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| a fully developed qualitative research plan should include: | show 🗑
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| show | Subjects section
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| show | a pilot study
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| if a pilot study leads to a modification of your research method, it is considered: | show 🗑
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| show | sampling
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| the purpose of random sampling is to ensure: | show 🗑
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| these techniques are types of non-random (non-probability) sampling | show 🗑
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| Random sampling techniques might include | show 🗑
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| the researcher specifies the characteristics of the population of interest and then locates individuals who match those characteristics | show 🗑
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| show | snowball sampling
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| it involves setting quotas and then using convenience sampling to obtain those quotas | show 🗑
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| it simply involves using the people who are the most available or the most easily selected to be in your research study | show 🗑
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| this type of sampling produces representative samples | show 🗑
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| show | Nonrandom sampling
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| the most basic type of random sampling | show 🗑
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| random sampling is a: | show 🗑
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| show | everyone in the sampling frame has an equal chance of being in the final sample
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| samples that represent the populations from which they were selected | show 🗑
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| an example of simple random sampling | show 🗑
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| systematic sampling | show 🗑
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| show | 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
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| proportional stratified sampling | show 🗑
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| disproportional stratified sampling | show 🗑
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| show | In this type of sampling you randomly select clusters rather than individual type units in the first stage of sampling
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| cluster | show 🗑
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| one-stage cluster sampling | show 🗑
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| show | 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
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| show | is nonprobabilistic
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| show | randomly selecting large samples from the population
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| when selecting a sample, a researcher can select a technique that allows him to minimize: | show 🗑
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| show | stop sampling at this point
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| show | this qualitative strategy is best for small samples
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| show | construct
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| the scale of measurement with an absolute zero point is known as a(n): | show 🗑
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| show | ordinal scale
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| show | assessment
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| show | performance assessment
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| a projective test is difficult to score because: | show 🗑
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| the extent to which a test provides scores that are meaningful, appropriate, or useful | show 🗑
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| item validity and sampling validity are two components of: | show 🗑
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| test reliability refers to: | show 🗑
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| show | internal consistency reliability
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| obtaining the same results on repeated administration of the same instrument is called | show 🗑
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| show | where researchers will find the best information about unpublished tests
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| the most important factor to be considered in test selection is: | show 🗑
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| show | short-answer question
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| a good pilot test for a self-constructed assessment measure should inlcude: | show 🗑
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| show | descriptive research
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| , to measure growth or change is called: | show 🗑
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| a survey that involves data collection over time from the same group of subjects | show 🗑
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| show | correlational
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| show | thirty (30)
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| reduction in correlation coefficients resulting from instruments with low reliabilities is known as: | show 🗑
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| show | the predictor and criterion variables are measured on a continuous scale (ex. ratio or interval)
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| Y= a + bX, the X is the ___________ variable. | show 🗑
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| show | criterion
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| 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. | show 🗑
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| ANCOVA (Analysis of Covariance) | show 🗑
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| show | dependent variable
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| show | internal validity
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| when different groups in a study drop out for different reasons and with different frequency | show 🗑
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| show | external validity
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| show | ecological validity
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| an example of an active experimenter effect is: | show 🗑
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| show | experimenter bias
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| show | treatment diffusion
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| the purpose of ANCOVA is: | show 🗑
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| randon assignment is not possible in this type of research | show 🗑
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| A single-subject researcher is generally most interested in whether the: | show 🗑
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| show | external validity
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| Consistent scoring minimizes error. a portion of the data should be checked for consistency in scoring. That portion should be approximately | show 🗑
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| show | range
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| The number or score that occurs most frequently in a distribution of data is the | show 🗑
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| show | Median
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| show | mean
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| show | extent to which scores differ from one another.
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| show | subtract the lowest score from the highest score.
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| If we divide a set of data into four parts, these parts are called | show 🗑
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| show | most frequently occurring score.
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| show | skewed
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| The ends of the normal curve never touch the baseline because | show 🗑
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| Statistical measures like z scores and T scores are used to establish | show 🗑
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| The standard scores that are most commonly used and easiest to understand are | show 🗑
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| show | relations
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| The symbol for the Pearson product moment correlation is | show 🗑
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| the appropriate correlation coefficient for ranked data. | show 🗑
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| The statistic most closely related to the standard error of the mean is the | show 🗑
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| On the normal curve, one standard deviation above the mean is | show 🗑
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| show | 84%.
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| show | decreases
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| show | .05
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| When researchers evaluate the results of a study against their original expectations, they are engaging in the process of | show 🗑
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| A rejection of the null hypothesis when it is actually true is described as a | show 🗑
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| A Type I error always involves the | show 🗑
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| a Type I error is also known as a: | show 🗑
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| show | t test for nonindependent samples.
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| A key difference between a simple analysis of variance and a multi-factor analysis of variance is that | show 🗑
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| compares observed frequencies to expected frequencies | show 🗑
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| For Chi square, the null hypothesis indicates that | show 🗑
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| show | Step-wise regression techniques
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| show | nonparticipant observer.
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| show | explore and probe participants' thoughts and feelings.
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| The guide a researcher uses to structure an interview is called a(n) | show 🗑
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| show | validity
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| The factual accuracy of the account is known as | show 🗑
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| show | conducting a survey.
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| The process of gathering stories, analyzing them for key elements, and rewriting them in chronological order describes | show 🗑
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| show | Ethnographic research
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| show | culture
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| When conducting ethnographic research, the researcher should | show 🗑
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| show | an ethnographic case study.
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| In qualitative research, relying on several data sources to ensure validity. | show 🗑
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| show | Case
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| Case studies are especially useful when a researcher's goal is to study | show 🗑
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| A collective case study, unlike other types of case studies, involves | show 🗑
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| The key difference between a site-ordered descriptive matrix and a site-ordered predictor-outcome matrix is that | show 🗑
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| Scatterplots are useful for the analysis of data in a case study because they enable the case study researcher to | show 🗑
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| The purpose of qualitative data analysis is to | show 🗑
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| describes the process of qualitative data analysis? | show 🗑
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| Data analysis in qualitative research starts | show 🗑
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| Placing small pieces of data into more general categories is referred to as | show 🗑
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| focuses on features of the organization under study | show 🗑
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| The purpose of qualitative data interpretation is to | show 🗑
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| show | data analysis
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| involves making sense of what the data mean. | show 🗑
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| show | build upon the synergy that exists between quantitative and qualitative methods in order to more fully understand a phenomenon
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| One limitation of mixed methods designs is that | show 🗑
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| Quantitative methods are used first and followed by qualitative methods. | show 🗑
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| Which method, if any, is dominant in a QUAL-quan mixed methods design? | show 🗑
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| show | that qualitative methods dominate this design
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| show | QUAN-QUAL.
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| A study characterized by individual teachers' decision-making authority, commitments to continued professional development, and systematic reflection on their practice is known as | show 🗑
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| show | by teachers, for teachers
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| A discussion of validity and reliability should appear in the | show 🗑
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| show | discussion section of the research report.
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| In which design are you concerned about the time the researcher spent in the field? | show 🗑
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