Quiz
Research
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Questions in this quiz (9)
1[blank_start]Identifying[blank_end] a research problem: identifying an issue or problem that needs to be resolved. For quantitative research, the problem is described through trends or a need for an explanation of the relationship among variables
·[blank_start]Reviewing[blank_end] the literature: locate, select, and summarize resources. For quantitative research, literature suggest the research questions and justifies the research problem by creating a need for the direction for the study.
·Specifying a [blank_start]purpose[blank_end] for research: convey the overall objective and intent of your study. For quantitative research, purpose statement, research questions, and hypotheses should be specific, narrow, measurable, and observable.
·[blank_start]Collecting[blank_end] data: involves selection of participants, permission through IRB, and collection of numeric data using instruments with preset questions and responses.
·[blank_start]Analyzing[blank_end] and [blank_start]interpreting[blank_end] the data: making sense of the data; drawing conclusions and representing it in tables and pictures. Quantitative data analysis involves interpreting results by comparing them with prior predictions and past research through the use of statistical data.
·[blank_start]Reporting[blank_end] and [blank_start]evaluating[blank_end] research: structuring the analysis for reporting to a specific audience. Should be objective and unbiased. For quantitative reporting, overall format is predictable- AIdentifying
- BReviewing
- Cpurpose
- DCollecting
- Einterpreting
- FAnalyzing
- GReporting
- Hevaluating
2○ [blank_start]Survey[blank_end] Design
■ Describes trends in a large population of individuals
■ Administer a survey to a small group of people (sample)
■ Identify attitudes, opinions, behaviors, or characteristics of a large group of people (population)
○ [blank_start]Correlational[blank_end] Design
■ Examine the association or relationship between two or more variables; the degree of association indicates whether two variables are related or if one can predict the other
■ Single group of individuals rather than two or more groups (as in experimental)
○ [blank_start]Experimental[blank_end] Design
■ Test whether an intervention or activity will make a difference for a person or group of people by giving one person/group an intervention and withholding an intervention from the person/group
■ When you want to determine cause and effect between and independent and dependent variable; attempt to control all variables that influence the outcome except for the independent variable- ASurvey
- BCorrelational
- CExperimental
3[blank_start]Grounded[blank_end] theory
• Explanations from participants help develop the theory
• Study a number of people who have all experienced an action, interaction, or a process (ex: incarceration)
o [blank_start]Ethnographic[blank_end] Research
• Describe, analyze, and interpret a cultural groups shared patterns of behavior, beliefs, and language that develop over time
• Shadowing
• Researcher’s point of view
• Reading journals
o [blank_start]Narrative[blank_end] Research
• Tells the story of one or two individuals
• Write narratives from experiences
• Very narrow- AGrounded
- BNarrative
- CEthnographic
- DEthnographic
- EGrounded Theory
- FExperimental
- GNarrative
- HSurvey
- IGrounded
4What is the difference between population and sample.
- APopulation – group of individuals with the same characteristics
Sample– subgroup of the population that the researcher plans to study - Btake a sample or samples of (something) for analysis.
- Call the inhabitants of a particular town, area, or country.
- APopulation – group of individuals with the same characteristics
5Types of Probability Sampling:
[blank_start]Random[blank_end] Sampling:
-Most rigorous form of probability sampling
-Researcher selects participants (or units, such as schools) for the sample so that any individual has an equal probability of being selected.
-Bias will be equally distributed (controlled bias)
-Uses a numbers table
[blank_start]Systematic[blank_end] Sampling:
-Choose every nth individual or site in the population until you reach your desired sample size
-More convenient, but not as rigorous or precise
[blank_start]Stratified[blank_end] Sampling:
-Researchers divide the population on specific characteristics then use random sampling on each subgroup
-Guarantees the sample will include specific characteristics that the researcher wants to include in the sample
-Use when the population reflects an imbalance of characteristics in a sample or when random sampling would yield fewer participants in a specific category than you need for rigorous statistical analysis
[blank_start]Multistage[blank_end] Cluster Sampling:
-Chooses a sample in two or more stages
-Either researcher cannot identify the population or the population is extremely large- ARandom
- BSystematic
- CStratified
- DMultistage
6Types of Nonprobability sampling:
[blank_start]Convenience[blank_end] Sampling:
-Participants are available and willing to be studied
-Cannot say they are representative of the population
[blank_start]Snowball[blank_end] Sampling
-Researcher asks participants to identify others to become members of the sample
[blank_start]Purposeful[blank_end] Sampling:
-Researchers intentionally select individuals and sites to learn or understand the central phenomenon
-Participants are “information rich”
Why use purposeful sampling?
-It can lead to information that allows individuals to “learn” about the phenomenon or to an understanding that provides voice to individuals who may not be heard otherwise.- ASnowball
- BConvenience
- CPurposeful
7 Identify and describe approaches for collecting qualitative data. What are the reasons that would lead a researcher to choose each of these approaches? What are the benefits as well as the risks of each approach?
[blank_start]Observations[blank_end] - The process of gathering open-ended, firsthand information by observing people and places at a research site. Allows researchers to assume different roles in the process. Can be done as a participant, observer, outsider, or insider.
Advantages - Opportunity to: record information as it occurs, study actual behavior, and study individuals who have difficulty verbalizing ideas.
Disadvantages - limited to sites and situations where you can gain access. May have difficulty developing rapport with individuals.
[blank_start]Interviews and Questions[blank_end] - Interviews occur when researchers ask one or more participants general, open-ended questions and record their answers. The researcher transcribes data for analysis.
Advantages - Some advantages are that they provide useful information when you cannot directly observe participants, and they permit participants to describe detailed personal information. Compared to the observer, the interviewer also has better control over the types of information received, because the interviewer can ask specific questions to elicit this information.
Disadvantages - Some disadvantages are that interviews provide only information “filtered” through the views of the interviewers (i.e., the researcher summarizes the participants’ views in the research report). Also, similar to observations, interview data may be deceptive and provide the perspective the interviewee wants the researcher to hear. Another disadvantage is that the presence of the researcher may affect how the interviewee responds. Interviewee responses also may not be articulate, perceptive, or clear.
[blank_start]Documents[blank_end] - Documents consist of public and private records that qualitative researchers obtain about a site or participants in a study, and they can include newspapers, minutes of meetings, personal journals, and letters.
Documents represent a good source for text (word) data for a qualitative study. They provide the advantage of being in the language and words of the participants, who have usually given thoughtful attention to them. They are also ready for analysis without the necessary transcription that is required with observational or interview data.
On the negative side, documents are sometimes difficult to locate and obtain. Information may not be available to the public. Information may be located in distant archives,
requiring the researcher to travel, which takes time and can be expensive. Further, the documents may be incomplete, inauthentic, or inaccurate.
[blank_start]Audiovisual Materials[blank_end]Audiovisual materials consist of images or sounds that researchers collect to help them understand the central phenomenon under study.
The advantage of using visual materials is that people easily relate to images because they are so pervasive in our society.
A potential disadvantage of using images is that they are difficult to analyze because of the rich information (e.g.,how do you make sense of all of the aspects apparent in 50 drawings by preservice teachers of what it is like to be a science teacher?). Also, you as a researcher may influence the data collected. In selecting the photo album to examine or requesting that a certain type of drawing be sketched, you may impose your meaning of the phenomenon on participants,rather than obtain the participants’ views. When videotaping, you face the issues of what to tape, where to place the camera, and the need to be sensitive with camera-shy individuals.- AObservations
- BSpeculations
- COverview
- DLocation
- EInterviews and Questions
- FDocuments
- GObservations
- HAudio Video material
- IDocuments
- JAudio visual
- KObservations
- LInterviews
- MAudiovisual Materials
- NDocuments
- OObservations
- PSpeculations
8Identify and describe the 5 steps of collecting data.
· [blank_start]Selecting[blank_end] participants and sites
· [blank_start]Permissions[blank_end] required to gain access
· Select type(s) of [blank_start]data[blank_end] to collect
· Establish [blank_start]procedures[blank_end] for recording data
· [blank_start]Anticipate[blank_end] field [blank_start]issues[blank_end] and ethical concerns in data collection
- ASelecting
- BPermissions
- Cdata
- Dprocedures
- Eissues
- FAnticipate
9[blank_start]Nominal[blank_end]:
● Categorical
● Provides response options where participants check one or more categories that describe their traits, attributes, or characteristics
● Labeled 1 or 2, etc. (male = 1; female = 2)
● Use frequency (how often something occurs) for descriptive statistic
[blank_start]Ordinal[blank_end]:
● Ranking
● Response option in which participants rank order from best, or most important, to worst, or least important, some trait, attribute, or characteristic
● Ex: Performance in a race for each runner from first to last
● Ex: Age (use means (average) as descriptive statistic)
Interval:
● Provide continuous response options to questions that have presumably equal distances between options
● Ex: Likert Scale
Ratio:
● (True zero) – response scale in which participants check a response option with a true zero and equal distances between units
● Ex: Height of individuals or income levels
Standard Deviation:
● Spread of the scores
● Used in conjunction with the mean to summarize continuous data- ANominal
- BCategories
- CLabels
- DParticipants
- EOrdinal
- FRanking
- GAttribute
- HDescriptive
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- Research Quiz on Research, created by Kimberly Caldwell on 08/01/2019.
- Author
- Kimberly Caldwell
- Language
- English
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