Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 1 – Introduction to Educational Research Chapter 1 – Introduction to Educational Research
1.
1. Writing daily observations, without interpretation, isWriting daily observations, without interpretation, is
an example of
an example of description research.description research.
2.
2. Action researchAction research is typically conducted byis typically conducted by
administrators, teachers, counselors, and other administrators, teachers, counselors, and other
professionals to answer questions to specifically help professionals to answer questions to specifically help
them solve local problems. them solve local problems.
3.
3. We should trust research findings after differentWe should trust research findings after different
researchers have found the same findings researchers have found the same findings..
4.
4. Basic researchBasic research is the development of a solidis the development of a solid
foundation of reliable knowledge. foundation of reliable knowledge.
5.
5. Deductive reasoningDeductive reasoning is the process of drawing ais the process of drawing a
specific conclusion from a set of
specific conclusion from a set of premises.premises.
6.
6. TheThe rule of parsimonyrule of parsimony is the idea that when selectingis the idea that when selecting
between two different theories with equal explanatory between two different theories with equal explanatory
value, one should select the theory that is the most value, one should select the theory that is the most simple, concise, and succinct.
simple, concise, and succinct.
7.
7. Research that is done to examine the findings of Research that is done to examine the findings of
someone else using the “same variables but
someone else using the “same variables but differentdifferent people” is an example of
8.
8. EmpiricismEmpiricism is the idea that knowledge comes fromis the idea that knowledge comes from
experience. experience.
9.
9. According to many authorities, the five key objectivesAccording to many authorities, the five key objectives
of science include the following:
of science include the following: exploration,exploration, description, explanation, prediction, influence. description, explanation, prediction, influence.
10.
10.A researcher designs an experiment to test howA researcher designs an experiment to test how
variables interact to influence how well children learn variables interact to influence how well children learn spelling words.
spelling words. The primary The primary purpose of purpose of the study the study isis explanation.
explanation.
11.
11.There is a set of churches in the U.S. where part of theThere is a set of churches in the U.S. where part of the
service i
service involves snake nvolves snake handling. handling. The reseaThe researcher wantsrcher wants to find out why the people attending these churches do to find out why the people attending these churches do this and
this and how they how they feel and think feel and think about it. about it. The primaryThe primary purpose of the study is
purpose of the study is exploration.exploration. 12
12.. ChChararacacteteririsstitics cs of of gogood od ththeoeoriries es anand d exexplplananatatioionsns include the following:
include the following: a)
a) It is It is parsiparsimonioumoniouss b)
b) It is teIt is testablstablee c)
c) It is geneIt is general enoural enough to apply to mgh to apply to more than oore than onene place, situation, or person
1
13.3. BBaassiic ac assssuummppttiioonns os of sf scciieenncce ie innccllududiinng tg thehe following:
following: a)
a) ScienScience cannot provice cannot provide answerde answers to alls to all questions
questions
b)It is possible to distinguish between more and b)It is possible to distinguish between more and
less plausible claims less plausible claims c)
c) ResearResearchers shochers should follow ceruld follow certain agreed uptain agreed uponon norms and practices
norms and practices
Note: Science is not best at solving value conflicts, Note: Science is not best at solving value conflicts, such as whether abortion is immoral.
such as whether abortion is immoral.
14.
14.Orientational researchOrientational research is focused on collectingis focused on collecting
information to help a researcher advance an information to help a researcher advance an ideological or political position.
ideological or political position.
15.
15. TheThe inductive “scientific method”inductive “scientific method” involvesinvolves
observation, data collection, looking for patterns, and observation, data collection, looking for patterns, and theoretical constructs.
theoretical constructs.
16.
16.TheThe rationalismrationalism approach to knowledge generationapproach to knowledge generation
uses reasoning skills as the primary source. uses reasoning skills as the primary source.
17.
17.TheThe deductive methoddeductive method is a scientific method that is ais a scientific method that is a
top-down or confirmatory approach to research. top-down or confirmatory approach to research.
18.
18.TheThe inductive methodinductive method is a scientific method that is ais a scientific method that is a
bottom-up or generative approach to research. bottom-up or generative approach to research.
19.
19.TheThe deductive methoddeductive method focuses on testing hypothesesfocuses on testing hypotheses
developed by theories. developed by theories.
20.
20.TheThe inductive methodinductive method often focuses on generatingoften focuses on generating
new hypotheses and theories. new hypotheses and theories. 2
21.1. TThhe fe foolllloowwiinng sg sttaatteemmeenntts as arre te trruue oe of a f a tthheeororyy::
a)
a) It most simply means “explanation”It most simply means “explanation” b)
b) It answers the “how” and “why” questionsIt answers the “how” and “why” questions c)
Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 2 – Quantitative, Qualitative, Mixed Research Chapter 2 – Quantitative, Qualitative, Mixed Research
1.
1. Mixed researchMixed research is based on the pragmatic view of is based on the pragmatic view of
reality. reality.
2.
2. Qualitative researchQualitative research is least concerned aboutis least concerned about
generalizing its findings. generalizing its findings.
3.
3. Quantitative researchQuantitative research attempts to confirm theattempts to confirm the
researcher’s hypotheses. researcher’s hypotheses.
4.
4. AA variablevariable is a condition or characteristics that canis a condition or characteristics that can
take on different values or categories. take on different values or categories.
5.
5. AnAn independent variableindependent variable is presumed to cause ais presumed to cause a
change in another variable. change in another variable.
6.
6. Common characteristics of Common characteristics of experimental researchexperimental research
include the following: include the following:
a)
a) it relies primit relies primarily on the collearily on the collection of numerction of numericalical data
data b)
b) it can produce impoit can produce important knowlrtant knowledge about causedge about causee and effect
and effect c)
c) it uses tit uses the deducthe deductive scieive scientific mntific methodethod Note:
Note: Experimental researchExperimental research is rarely conductedis rarely conducted in a controlled setting or environment.
7.
7. Qualitative researchQualitative research is is often often exploratory. exploratory. CommonCommon
characteristics of qualitative research include the characteristics of qualitative research include the following:
following: a)
a) it relies on the colleit relies on the collection of non-nction of non-numeriumericalcal data such as words and pictures
data such as words and pictures
b)it is used to generate hypotheses and develop b)it is used to generate hypotheses and develop
theory about phenomena in the world theory about phenomena in the world c)
c) it uses the init uses the inductiductive scientve scientific metific methodhod Note:
Note: Qualitative researchQualitative research typically is not used whentypically is not used when a great deal is already known about the topic of interest. a great deal is already known about the topic of interest.
8.
8. Experimental researchExperimental research provides the strongest provides the strongest
evidence about the existence of cause-and-effect evidence about the existence of cause-and-effect relationships.
relationships.
9.
9. Manipulation of theManipulation of the independent variableindependent variable is the keyis the key
defining characteristic of experimental research. defining characteristic of experimental research.
10.
10.InIn causal-comparativecausal-comparative andand correlation research,correlation research,
random assignment to groups is never possible and the random assignment to groups is never possible and the researcher cannot manipulate the independent
researcher cannot manipulate the independent variable.
variable.
11.
11.Manipulation of the independent variableManipulation of the independent variable is theis the
defining characteristics of experimental research. defining characteristics of experimental research.
12.
12.A positive correlation is present whenA positive correlation is present when two variablestwo variables
move in the same direction. move in the same direction.
13.
13.Mixed method researchMixed method research uses the qualitativeuses the qualitative
paradigm for one phase and the quantitative paradigm paradigm for one phase and the quantitative paradigm
for another phase. for another phase.
14.
14.Mixed model researchMixed model research uses both qualitative anduses both qualitative and
quantitative research within a stage or across two of quantitative research within a stage or across two of the stages in the research process.
the stages in the research process.
15.
15.Historical researchHistorical research is done to understand an eventis done to understand an event
from the past. from the past.
16.
16.Experimental researchExperimental research occurs when the researcher occurs when the researcher
manipulates the independent variable. manipulates the independent variable. 17. The following includes examples of
17. The following includes examples of quantitativequantitative variables:
variables: a)
a) age, tempeage, temperaturerature, income, hei, income, heightght
b)grade point average, anxiety level, reading b)grade point average, anxiety level, reading
performance performance
Note: Remember, gender, religion, ethnic group are Note: Remember, gender, religion, ethnic group are not quantitative variables
not quantitative variables
18.
18.AA constantconstant is the opposite of a variable.is the opposite of a variable. 19.
19.Causal-comparative researchCausal-comparative research is the type of non-is the type of
non-experimental research in which the primary experimental research in which the primary independent variable of interest is categorical. independent variable of interest is categorical.
20.
20.ReligionReligion can best be described as a categoricalcan best be described as a categorical
variable. variable.
21.
21.In research, something that does not “vary” is called aIn research, something that does not “vary” is called a
constant. constant.
22.
22.When interpreting a correlation coefficient expressingWhen interpreting a correlation coefficient expressing
the relationship between two variables, it is very the relationship between two variables, it is very important to
important to avoid jumping to the conclusion of avoid jumping to the conclusion of causality.
causality.
23.
23.A researcher studies achievement by children inA researcher studies achievement by children in
poorly funded
poorly funded elementary elementary schools. schools. She/he develShe/he develops aops a model that supports parent involvement as an
model that supports parent involvement as an important
important variable. variable. She/he She/he believes believes that that parentparent
involvement has an impact on children by increasing involvement has an impact on children by increasing their motivation to do school work.
their motivation to do school work. In the model,In the model, greater
greater parent involvement leads to higher studentparent involvement leads to higher student motivation
motivation, which in turn creates higher student, which in turn creates higher student achievement.
achievement.
Student motivation
Student motivation is what kind of variable in thisis what kind of variable in this study? Answer:
study? Answer: Mediating or intervening variableMediating or intervening variable..
24.
24.The strongest evidence for causality comes from theThe strongest evidence for causality comes from the
experimental research method. experimental research method. 25.
25. Which Which correlation correlation is is the the strongest?strongest?
Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 3 – Developing Research Questions and Chapter 3 – Developing Research Questions and
Proposal Preparation Proposal Preparation
1.
1. A good qualitative problem statementA good qualitative problem statement conveys a senseconveys a sense
of emerging design. of emerging design.
2.
2. The “tool” function of theory is toThe “tool” function of theory is to suggest newsuggest new
relationships and make new
relationships and make new predictions.predictions.
3.
3. The statement of purpose in a research study shouldThe statement of purpose in a research study should
identify the intent or
identify the intent or objective of the study.objective of the study.
4.
4. Why is the statementWhy is the statement “What are the effects of “What are the effects of
extracurricular activities on cognitive development of extracurricular activities on cognitive development of school age children”
school age children” not a good statement of anot a good statement of a quantitative research
quantitative research question?question? Answer:
Answer: Because the statement was not specificBecause the statement was not specific enough to provide an
enough to provide an understanding of the variablesunderstanding of the variables being investigated.
being investigated. 5.
5. A qualitative A qualitative research question research question asks a asks a question aboutquestion about some process, or
some process, or phenomenon to be explored; isphenomenon to be explored; is generally an open-ended question.
6.
6. In developIn developing a researcing a research idea, the folh idea, the following flolowing flowchartwchart is recommended:
is recommended:
Research topic, research problem, research Research topic, research problem, research purpose, research question, hypothesis.
purpose, research question, hypothesis.
7.
7. It is essential to evaluate the qIt is essential to evaluate the quality of internetuality of internet
resources because information obtained via the resources because information obtained via the internet
internet ranges from very poor to very good.ranges from very poor to very good. 8.
8. Steps incSteps included in plannluded in planning a researcing a research study inclh study include theude the following:
following: a)
a) IdentIdentifying a researchifying a researchable probleable problemm b)
b) A review of currenA review of current researct researchh c)
c) DeveloDeveloping ping a resa research earch planplan
Note: Conducting a meta-analysis of the r
Note: Conducting a meta-analysis of the research isesearch is not included in planning a research study.
not included in planning a research study. 9.
9. SourceSources of researcs of researchable probhable problems calems can include:n include: a)
a) ResearResearcherschers’ own experien’ own experiencesces
b)Practical issues that require solutions b)Practical issues that require solutions c)
c) TheorTheory and y and past rpast researcesearchh
10.
10.A key characteristic of past research that A key characteristic of past research that guidesguides
researchers in new research questions is that
researchers in new research questions is that studiesstudies typically generate more research questions than typically generate more research questions than they answer.
they answer.
11.
1
12.2. A rA reevviieew ow of tf thhe le liitteerraatturure pe prriioor tr to fo foorrmmuullaattiingng research questions allows the researcher to do the research questions allows the researcher to do the following:
following: a)
a) To become famTo become familiar with priiliar with prior researor research on thech on the phenomenon of interest
phenomenon of interest
b)To identify potential methodological problems b)To identify potential methodological problems
in the research area in the research area c)
c) To develoTo develop a list of pertinp a list of pertinent problent problems relaems relativetive to the phenomenon of interest
to the phenomenon of interest
13.
13.Sometimes a comprehensive review of the literatureSometimes a comprehensive review of the literature
prior to data collection is
prior to data collection is notnot recommended byrecommended by grounded theorists.
grounded theorists. 1
14.4. IIssssueues s of of vvaalluuees s aannd d mmooraralliitty y ssuucch h aas s tthehe correctness of having prayer in schools can’t be correctness of having prayer in schools can’t be empirically research.
empirically research. 1
15.5. TThhe e fofolllloowwiinng g aare re ddaattaabbaassees s ccoontntaaiinininngg
information to be used during the literature review: information to be used during the literature review: a
a) ) EERRIICC bb) ) PPssyycchhIINNFFO O cc) ) SSoocciiooFFIILLEE
16.
16.Computer database searches can be done with aComputer database searches can be done with a
computer with
computer with CD-Rom drive, atCD-Rom drive, at the library, andthe library, and online.
online. 1
17.7. TThhe fe feeaassiibbiilliitty y of of a ra reesseeaarrcch sh sttuuddy sy shhoouulld bd bee considered in light of the following:
considered in light of the following: a)
a) Cost and time reqCost and time required to conduuired to conduct the studyct the study b)Skills required of the researcher
b)Skills required of the researcher c)
1
18.8. A fA foormrmaal sl sttaatteemmeennt ot of tf thhe re reesseeaarrcch qh quueessttiioon on or r “purpose of research study” generally is
“purpose of research study” generally is made after themade after the literature review and will help guide the research
literature review and will help guide the research process.
process.
19.
19.The followingThe following qualitative research purposequalitative research purpose
statement
statement is well stated:is well stated:
The focus of the present study was to explore The focus of the present study was to explore
distressing and nurturing encounters of patients with distressing and nurturing encounters of patients with caregivers and to ascertain the meanings that are
caregivers and to ascertain the meanings that are engendered by
engendered by such encounters. such encounters. The sThe study wastudy was conducted on one of the surgical units and the conducted on one of the surgical units and the
obstetrical/gynecological unit of a 374-bed community obstetrical/gynecological unit of a 374-bed community hospital.
hospital. 2
20.0. WWhihicch oh of tf the he ffoolllloowwiinng qg quuaantntiittaattiivve re reesseeaarrcchh questions is superior?
questions is superior? a)
a) “What is th“What is the effect of parte effect of participaicipation in varioution in variouss extracurricular activities on academic
extracurricular activities on academic performance?”
performance?”
b)“What effect does playing high school football b)“What effect does playing high school football have on students’ overall grade point average have on students’ overall grade point average during the football season?”
21
21.. A A ststatatememenent t of of ththe qe quauantntititatativive e rereseseararch ch ququesesttioionn should include the following:
should include the following: a)
a) Extend the Extend the statement of statement of purpose by purpose by specifyingspecifying exactly the question(s) the research will
exactly the question(s) the research will address
address
b)Help the research in selecting appropriate b)Help the research in selecting appropriate
participants, research methods, measures, and participants, research methods, measures, and materials
materials c)
c) SpeciSpecify the varfy the variables iables of inteof interestrest
22.
22.The research participants are described in detail in theThe research participants are described in detail in the
method section
method section of the research plan.of the research plan.
23.
23.Research hypotheses areResearch hypotheses are statements of predictedstatements of predicted
relationships between variables.
relationships between variables. ResearchResearch hypotheses are
hypotheses are stated such that they can bestated such that they can be confirmed or refuted.
confirmed or refuted.
24.
24.Hypotheses in qualitative research studies usuallyHypotheses in qualitative research studies usually areare
often generated as the data are collected, often generated as the data are collected, interpreted, and analyzed.
interpreted, and analyzed. 2
25.5. A A rreesseeaarcrch h ppllaan sn shohouulld bd be e ddeettaaiilleedd, , gigivveen n ttoo others for review and comments, and sets out the others for review and comments, and sets out the rationale for a research study.
26
26.. ThThe e MeMeththod od sesectctiion on of of ththe e rereseseararch ch plplan an tytypipiccalallyly specifies the following:
specifies the following: a)
a) The reseThe research partarch participanicipantsts
b)The apparatus, instruments, and materials for b)The apparatus, instruments, and materials for
the research study the research study c)
c) The plaThe planned renned research psearch procedroceduresures 2
27.7. TThhe Ie Innttrrooduduccttiioon sn seeccttiioon on of tf thhe re reesseeaarrcch ph pllaann supplies the following information:
supplies the following information: a)
a) Gives an overvGives an overview of the prior releview of the prior relevant studieant studiess b)Contains a statement of the purpose of the
b)Contains a statement of the purpose of the study
study c)
c) ConcluConcludes with a statdes with a statement of the reement of the researchsearch questions and, for quantitative research, it questions and, for quantitative research, it includes the research hypothesis
includes the research hypothesis 2
28.8. TThhe fe foolllloowwiinng ag are re ssouourrccees fs foor rr reesseeaarrcch ih iddeeaass:: a)
a) EvEvererydyday ay lilifefe b) Prb) Pracactiticacal l isissusueses cc) P) Paasst rt reesseeaarrcchh dd) T) Thheeoorryy
Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 4 – Research Ethics Chapter 4 – Research Ethics 1.
1. Ethics iEthics is the set of princis the set of principles and guideples and guidelines thalines that helpt help us to uphold the things we value.
us to uphold the things we value.
2.
2. A description of the purpose of the A description of the purpose of the researchresearch isis
necessary in obtaining informed consent. necessary in obtaining informed consent. 3.
3. When doiWhen doing reseang research, the folrch, the following nlowing need to beeed to be obtained:
obtained: a)
a) InformInformed consened consent form the parent or guardit form the parent or guardianan b)Consent from the child if he or she is capable b)Consent from the child if he or she is capable 4.
4. If there is decIf there is deception in a studyeption in a study, the partic, the participants mipants mayay need to
need to be debriefed. be debriefed. The use The use of deception of deception must bemust be outweighed by other benefits of the study.
outweighed by other benefits of the study.
5.
5. Having full anonymity rather than justHaving full anonymity rather than just
confidentiality
confidentiality cannot be done in qualitative studiescannot be done in qualitative studies conducted in the field.
conducted in the field.
6.
6. UtilitarianismUtilitarianism is the primary approach that is used byis the primary approach that is used by
the Institutional Review Board to
the Institutional Review Board to assess the ethicalassess the ethical acceptability of a research study.
7.
7. DeontoDeontologicalogical approaches eml approaches emphasizphasize that ethicale that ethical
issues should be judged on the basis of some universal issues should be judged on the basis of some universal code.
code.
8.
8. Telling participants they must continue until theTelling participants they must continue until the
study has been completed
study has been completed is not an ethnical guidelineis not an ethnical guideline for conducting research with humans.
for conducting research with humans.
9.
9. Ethical skepticismEthical skepticism emphasizes research ethics shouldemphasizes research ethics should
be a matter of the individual’s conscience. be a matter of the individual’s conscience.
10.
10.ConfidentialityConfidentiality means that the participant’s identity,means that the participant’s identity,
although known to the researcher, is not revealed to although known to the researcher, is not revealed to anyone outside of the researcher and his or her staff. anyone outside of the researcher and his or her staff.
11.
11.MisrepresentingMisrepresenting and creating fraudulent data isand creating fraudulent data is
dishonest.
dishonest. MisrepresentingMisrepresenting data can be difficult todata can be difficult to detect.
detect. Breaking Breaking confidentiality confidentiality should should be be avoided.avoided.
12.
12.Ideally, the research participant’s identity is notIdeally, the research participant’s identity is not
known to
known to the researcher. the researcher. This is This is called:called: Anonymity.Anonymity. 1
13.3. UUttiilliittaarriiaanniissm im is ts thhe pe pririmmaarry ay appprprooaacch uh usseed bd byy the federal government and most professional
the federal government and most professional organizations.
organizations.
14.
14.ConfidentialityConfidentiality is when the participants are notis when the participants are not
revealed to any one but the researcher and staff. revealed to any one but the researcher and staff.
15.
15.Research participants must giveResearch participants must give informed consentinformed consent
before they can participate in a study. before they can participate in a study.
16
16.. ThTherere e aare re ththreree e babassic ic apapprproaoachches es ththat at pepeopople le tetendnd to adopt when considering ethical issues in research. to adopt when considering ethical issues in research. These include the following:
These include the following: a)
a) EtEthhicical al sskekeptpticiciismsm b) b) DeDeonontotollogogyy c)Utilitarianism
c)Utilitarianism
17.
17.DebriefingDebriefing is the term that refers to a post-studyis the term that refers to a post-study
interview in which all aspects of the study are interview in which all aspects of the study are
revealed, reasons for the use of deception are given, revealed, reasons for the use of deception are given, and the participant’s questions are answered.
and the participant’s questions are answered.
18.
18.Research ethicsResearch ethics are a set of principles to guide andare a set of principles to guide and
assist researchers in deciding which goals are most assist researchers in deciding which goals are most important and in reconciling conflicting values when important and in reconciling conflicting values when conducting research.
conducting research.
19.
19.IRB is an acronym for IRB is an acronym for Institutional Review Board.Institutional Review Board.
2
20.0. WWhehen in it it is ns neecceessssaarry y tto eo ennggaagge ie in a n a ggooood ad ammouounntt of deception to conduct a scientifically valid study, the of deception to conduct a scientifically valid study, the researcher should consider the following:
researcher should consider the following: a)
a) DebDebrieriefinfingg b) b) DehDehoaxioaxingng c) c) DesDesensensitiitizinzingg
21.
21.Duplicate publicationDuplicate publication is the act of publishing theis the act of publishing the
same data and results in more than one journal or same data and results in more than one journal or publication.
publication.
22.
22.Concerning “authorship” in educational research,Concerning “authorship” in educational research,
intellectual ownership is predominantly a function of intellectual ownership is predominantly a function of creative contribution.
23.
23.Partial publicationPartial publication refers to publishing severalrefers to publishing several
articles from the data collected in one large study. articles from the data collected in one large study.
24.
24.According to the American Education ResearchAccording to the American Education Research
Association (AERA), participant’s submitting Association (AERA), participant’s submitting manuscripts for publication have the
manuscripts for publication have the freedom tofreedom to withdraw. withdraw. Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 5 – Standardized Measurement and Assessment Chapter 5 – Standardized Measurement and Assessment
1.
1. AssumAssumptions undeptions underlying tesrlying testing and measuting and measurementrement include the following:
include the following: a)
a) VariouVarious approachs approaches to measure aspes to measure aspects of theects of the same thing can be useful
same thing can be useful
b)Present-day behavior predicts future b)Present-day behavior predicts future
behavior. behavior. c)
c) TestiTesting and assesng and assessment besment benefit sonefit societyciety Note: Error is always present in the measurement Note: Error is always present in the measurement process.
process.
2.
2. Systematic effort is associated withSystematic effort is associated with validity.validity. 3.
3. Concurrent evidenceConcurrent evidence is a type of criterion-relatedis a type of criterion-related
validity. validity.
Predictive evidence
Predictive evidence is a type of criterion-relatedis a type of criterion-related validity.
validity.
4.
4. If a test measures a single construct If a test measures a single construct thenthen the itemsthe items
should
should correlate with the total score.correlate with the total score.
5.
5. Professor Kritsonis develops a test of emotionalProfessor Kritsonis develops a test of emotional
intelligence.
intelligence. Convergent Convergent and and discriminant discriminant evidenceevidence occurs when
test of emotional intelligence and is uncorrelated test of emotional intelligence and is uncorrelated with self-efficacy.
with self-efficacy.
6.
6. AnAn ordinal scaleordinal scale is used to rank order people, objects,is used to rank order people, objects,
or characteristics. or characteristics.
7.
7. AA nominalnominal scale is the simplest form of measurement.scale is the simplest form of measurement. 8.
8. Aptitude testsAptitude tests focus on information acquired throughfocus on information acquired through
the informal learning that goes on in life. the informal learning that goes on in life.
9.
9. A test accurately indicates participants’ scores on aA test accurately indicates participants’ scores on a
future criterion used to indicate high-school GPA future criterion used to indicate high-school GPA scores.
scores. This This test test would cleawould clearly rly havehave predictivepredictive validity.
validity.
10.
10.If a softball coach calculates batting average, he or sheIf a softball coach calculates batting average, he or she
would use a
would use a ratio scale.ratio scale.
11.
11.Most of the outcome/dependent variableMost of the outcome/dependent variable
characteristics and attributes measured in educational characteristics and attributes measured in educational research probably exist at the
research probably exist at the ordinalordinal level of level of measurement.
measurement.
12.
12.Anxiety enduring for months or yearsAnxiety enduring for months or years is mostis most
clearly an example of a psychological trait. clearly an example of a psychological trait.
13
13.. ThThe e fofollllowowining ag are re exexamamplples es of of InIntetelllligigenence ce TeTeststss:: a)
a) WechsWechsler ler ScaleScaless b)Stanford-Binet b)Stanford-Binet
c)
c) SlSlosossosonn
14. Reliability is simply known as
14. Reliability is simply known as consistency or stability.consistency or stability.
15.
15. An ordinal scale isAn ordinal scale is a rank-order scale of a rank-order scale of
measurement. measurement.
16.
16. The following are types of The following are types of reliability measures:reliability measures:
a)
a) TesTest-ret-retestestt b)Content b)Content c)
c) InternInternal al consiconsistencystency Note:
Note: Split-half Split-half is not a type of reliability.is not a type of reliability.
17.
17. The measure of consistency of test scores overThe measure of consistency of test scores over
time
time describes test-retest reliability.describes test-retest reliability.
18.
18. Test-retest reliabilityTest-retest reliability refers to the consistency of refers to the consistency of
test scores over time. test scores over time.
19.
19. Criterion-related validityCriterion-related validity refers to a judgment of refers to a judgment of
the extent to which scores from a test can be used to the extent to which scores from a test can be used to infer, or predict, the examinees’ performance in some infer, or predict, the examinees’ performance in some activity.
activity.
20.
20. The following is the correct order of the four levels of The following is the correct order of the four levels of
measurement:
measurement: Nominal – Ordinal – Interval – RatioNominal – Ordinal – Interval – Ratio
21.
21. ValidationValidation is the process of gathering evidenceis the process of gathering evidence
supporting inferences based test scores. supporting inferences based test scores.
22.
22. In evaluating tests and assessments, “reliability”In evaluating tests and assessments, “reliability”
refers to the
refers to the consistency of results.consistency of results.
23.
23. Validity of a test designed to measure a Validity of a test designed to measure a constructconstruct
such as self-esteem is best described as follows: such as self-esteem is best described as follows: Scores from the test have a
Scores from the test have a relatively strong andrelatively strong and positive correlation with other tests of
positive correlation with other tests of the samethe same construct (i.e., with other measures of self-esteem) construct (i.e., with other measures of self-esteem) but much lower correlations with tests of different but much lower correlations with tests of different constructs
constructs..
24.
24. Equivalent formsEquivalent forms of reliability refers to theof reliability refers to the
consistency of a group of individuals’ scores on two consistency of a group of individuals’ scores on two equivalent forms of a test designed to measure the equivalent forms of a test designed to measure the same characteristic.
same characteristic.
25.
25. Achievement tests are designed to measure theAchievement tests are designed to measure the
degree of learning that has taken place after a person degree of learning that has taken place after a person has been exposed to a specific learning experience. has been exposed to a specific learning experience.
26.
26. Content validity evidenceContent validity evidence refers to how well therefers to how well the
particular sample of behaviors used to measure a particular sample of behaviors used to measure a
characteristic reflects the entire domain of behaviors characteristic reflects the entire domain of behaviors that constitutes that characteristic.
that constitutes that characteristic. Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 6 – Methods of Data Collection Chapter 6 – Methods of Data Collection
1.
1. A rating sA rating scale shocale should have sould have somewhermewhere from 4 to 11e from 4 to 11 points.
points.
2.
2. What is the problem(s) with this set of responseWhat is the problem(s) with this set of response
categories to the question “What is your current age?” categories to the question “What is your current age?”
1-5 1-5 5-10 5-10 10-20 10-20 20-30 20-30 30-04 30-04
(Both 1-5 and 5-10 are problems) (Both 1-5 and 5-10 are problems)
3.
3. In educational research, we should mix methods in a wayIn educational research, we should mix methods in a way
that provides complementary strengths and that provides complementary strengths and non-overlapping weaknesses.
overlapping weaknesses. This is This is known as known as thethe fundamental principle of
fundamental principle of mixed research.mixed research. 4.
4. QuestiQuestionnaireonnaires can address events can address events and characts and characteristieristicscs taking place as follows:
taking place as follows: a)
a) In the past (retrospIn the past (retrospective quesective questions)tions) b)In the present (current time questions b)In the present (current time questions
c)
c) In the future (prospective questionsIn the future (prospective questions))
5.
5. The folloThe following are prwing are principlinciples of queses of questionnaitionnairere construction:
construction: a)
a) ConsiConsider using multipder using multiple methods whenle methods when measuring abstract constructs
measuring abstract constructs
b)Use multiple items to measure abstract b)Use multiple items to measure abstract
constructs constructs c)
6.
6. The folloThe following are mwing are methods of dethods of data collata collectioection:n: a)
a) QuQuesestitiononnanairireses b) Inb) Intetervirviewewss c) Obc) Obseservarvatitiononss Note: Experiments are not a method of data collection. Note: Experiments are not a method of data collection. 7.
7. SecondaSecondary/exry/existing datisting data may include the folla may include the following:owing: a)
a) OfficOfficial ial documdocumentsents b)
b) PersonPersonal documenal documentsts c)
c) ArchiArchived ved researresearch ch datadata
8.
8. An item that directs participants to different follow-upAn item that directs participants to different follow-up
questions depending on their response is called a questions depending on their response is called a contingency question.
contingency question.
9.
9. Secondary dataSecondary data refers originally collected at an earlier refers originally collected at an earlier
time by a different person for a different purpose. time by a different person for a different purpose.
10.
10. Researchers use both open-ended and closed-endedResearchers use both open-ended and closed-ended
questions to collect data.
questions to collect data. Open-ended questionsOpen-ended questions provide qualitative data
provide qualitative data in the participant’s ownin the participant’s own words.
words.
11.
11. Open-ended questions provide primarilyOpen-ended questions provide primarily qualitativequalitative
data. data.
12.
12. Concerning observations,Concerning observations, it is often not possible toit is often not possible to
determine
determine exactly why the people behave as they doexactly why the people behave as they do..
13.
13. Qualitative observation is usually done for exploratoryQualitative observation is usually done for exploratory
purposes.
14.
14. WheWhen con constnstrucructinting a qg a quesuestiotionnannaire ire it it is iis impomportartant tnt too do each of the following:
do each of the following: a)
a) Use Use natural natural langualanguagege
b)Understand your research participants b)Understand your research participants c)
c) Pilot yPilot your teour test qust questionestionnairenaire
Note: Do not use “leading” or “loaded” questions. Note: Do not use “leading” or “loaded” questions.
15.
15. Another name for a Likert Scale is aAnother name for a Likert Scale is a summated ratingsummated rating
scale scale.. 16.
16. The The six six majmajor mor methethods ods of daof data cta collollectection tion that hat are are useusedd by educational researchers include the following:
by educational researchers include the following: a)
a) ObsObservervatiationon b)Interviews b)Interviews c)
c) QueQuestistionnonnairaireses
Note: Checklists are not one of the six major methods. Note: Checklists are not one of the six major methods.
17.
17.TheThe interview guide approachinterview guide approach is when the specificis when the specific
topics are decided in advance but the sequence and topics are decided in advance but the sequence and wording can be modified during the interview.
wording can be modified during the interview. 18.
18. The The follfollowiowing ang are mre majoajor mr methethods ods of dof data ata colcolleclectiontion:: a)
a) QuestQuestionnaiionnairesres b)Interviews
b)Interviews c)
c) SecSecondondary ary datdataa d)Focus groups d)Focus groups
19.
19. A question during an interview such as “Why do you feelA question during an interview such as “Why do you feel
that way?” is known as a
that way?” is known as a probe.probe. 20.
20. A ceA census nsus taketaker oftr often cen colleollects cts datdata tha throurough ingh intertervieviews.ws.
21.
21. A researcher becomes aA researcher becomes a complete participantcomplete participant whenwhen
they place themselves (as a member) in the g
they place themselves (as a member) in the group that isroup that is being studied.
being studied. 22.
22. The The follfollowiowing ang are mre majoajor mr methethods ods of dof data ata colcolleclectiontion:: a)
a) QuestQuestionnaiionnairesres b)Focus groups b)Focus groups c)
c) SecSecondondary ary datdataa
Note: The correlation method is not a major method of Note: The correlation method is not a major method of data collection.
data collection.
23.
23.TheThe informal conversational interviewinformal conversational interview allows theallows the
questions to emerge from the
questions to emerge from the immediate context or immediate context or course of things.
course of things.
24.
24. When conducting an interview, asking “Anything else?When conducting an interview, asking “Anything else?
What do you mean?, Why do
What do you mean?, Why do you feel that way?,” etc,you feel that way?,” etc, are all forms of
are all forms of probes.probes.
25.
25. Avoid using multiple items to measure a singleAvoid using multiple items to measure a single
construct
Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes Chapter 7 - Sampling Chapter 7 - Sampling
1.
1. When each member of a population has an equallyWhen each member of a population has an equally
likely chance of being selected, this is called
likely chance of being selected, this is called an equalan equal probability selection
probability selection method.method.
2.
2. A A tetechchniniquque e fofor r yiyieleldiding ng a a sisimpmple le rarandndom om sasampmplele
requires
requires numbering all the elements of a samplingnumbering all the elements of a sampling frame and then using a random number table to frame and then using a random number table to pick cases from the table.
pick cases from the table. 3
3.. TThhe e ffoolllloowwiinng g aarre e ttrruue e aabbouout t ssttrraattiiffiieed d rarandndoomm sampling:
sampling: a
a)) IIt t iinnvvoollvvees s a a rraannddoom m sseelleeccttiioon n pprroocceesss s ffrroomm identified subgroups.
identified subgroups. b)
b)DiDispsproropoportrtioionanal l ststraratitifified ed rarandndom om sasampmpliling ng isis eessppeecciiaalllly y hheellppffuul l ffoor r ggeettttiinng g llaarrgge e eennoouugghh sub
subgrogroups ups samsampleples s whewhen n subsubgrogroup up comcomparparisoisonsns are to be done
are to be done c)
c) ProProporportiotional nal strstratifatified ied ranrandom dom samsamplipling ng yieyields lds aa representative sample
representative sample
Note: Proportions of groups in the sample that always Note: Proportions of groups in the sample that always m
maattcch h tthheeiir r ppooppuullaattiioon n pprrooppoorrttiioonns s iis s nnoot t a a ttrruuee representation of stratified sampling.
representation of stratified sampling.
4.
4. ThThe more categories or breakdowns you want toe more categories or breakdowns you want to
make in your data analysis, the larger the sample make in your data analysis, the larger the sample needed.
5.
5. To To dedetetermrminine e hohow w mamany ny pepeopople le to to ininclcludude e in in ththee
o
orriiggiinnaal l ssaammpplliinngg, , usse u e tthhee dedessirired ed sasammplplee size/proportion likely to respond.
size/proportion likely to respond.
6.
6. EPSEM is an equal probability selection method.EPSEM is an equal probability selection method.
B
By y uussiinng g tthhiis s mmeetthhoodd, , eevveerry y iinnddiivviidduuaal l iin n tthhee population has an equal chance of being selected.
population has an equal chance of being selected. The
The folfollowlowinging EPSEMEPSEM arare e exexamamplples es of of ththe e eqequauall probability
probability selection selection method:method: a)
a) SimplSimple random se random sampliamplingng b)
b) SystemSystematic samplinatic samplingg c)
c) ProporProportional stional stratifitratified samped samplingling
d)
d) Cluster sampling using the PPS (ProbabilityCluster sampling using the PPS (Probability
proportional to size) technique proportional to size) technique 7.
7. The follThe following are foowing are forms of nonrrms of nonrandom saandom samplinmpling:g: a)
a) SnowbSnowball all samplsamplinging b)
b) ConvenConvenience sampliience samplingng c)
c) QuoQuota sta sampamplinlingg d)
d) PurposPurposive samplinive samplingg
8.
8. A large sample based on a simple random samplingA large sample based on a simple random sampling
wi
will ll gigive ve a a momore re “a“accccururatate” e” rereprpresesenentatatition on of of ththee population from which a sample has been taken.
9.
9. SSaammpplliinng g iin n qquuaalliittaattiivve e rreesseeaarrcch h iis s ssiimmiillaar r ttoo
purposive sampling
purposive sampling in quantitative research.in quantitative research.
10.
10.Cluster samplingCluster sampling would generally require the largestwould generally require the largest
sample size. sample size.
11.
11.The Census Bureau takes a complete population countThe Census Bureau takes a complete population count
every ten years. every ten years.
12.
12.Convenience samplingConvenience sampling is a method used when peopleis a method used when people
are available, volunteer, or can be easily recruited. are available, volunteer, or can be easily recruited.
13.
13.Quota samplingQuota sampling involves the researcher determininginvolves the researcher determining
the appropriate sample sizes for the groups identified the appropriate sample sizes for the groups identified as
as imimpoportrtanant, t, anand d ththen en tatakiking ng coconvenveninienence ce sasampmpleless from those groups.
from those groups.
14.
14.NegNegatiative-cve-case ase samsampliplingng iis s uusseed d iin n qquuaalliittaattiivvee
research that involves selecting cases that disconfirm research that involves selecting cases that disconfirm the researcher’s expectations and generalizations.
the researcher’s expectations and generalizations.
15.
15.How many participants will be needed for a researchHow many participants will be needed for a research
study
study with with a a population of population of 120,000? 120,000? Answer:Answer: 384384
16.
16.IIn n uussiinng g tthhee SnSnowowbaball ll nononrnranandodom m sasampmplilingng
technique
technique, , tthhe e rreesseeaarrcchheer r aasskks s tthhe e rreesseeaarrcchh p
parartiticicipapantnts s tto o iidedentntifify y ototheher r popotetentntiaial l rreseseaearcrchh participants.
17.
17.Proportional stratified samplingProportional stratified sampling is one of the mostis one of the most
efficient random sampling techniques. efficient random sampling techniques.
18.
18.If we took 500 people attending a school in Houston,If we took 500 people attending a school in Houston,
di
divivideded d ththem em by by gegendnder er aand nd ththen en totook ok a a rarandndomom ssaammplple e oof f mmaallees s aannd d a a rarannddom om ssaammpplliinng g oof f tthhee females, the variables on which we would divide the females, the variables on which we would divide the population is called the
population is called the stratification variable.stratification variable.
19.
19.AA parameterparameter is a number calculated with completeis a number calculated with complete
data and quantifies a characteristic of the population. data and quantifies a characteristic of the population.
20.
20.Sampling with replacementSampling with replacement is a type of sampling inis a type of sampling in
which each member of the population selected for the which each member of the population selected for the sample is returned to the population before the next sample is returned to the population before the next member is selected.
member is selected.
21.
21.ThThe folle followowing ing arare exame examplples of ranes of randodom samm samplpliningg
techniques: techniques:
a)
a) ConvenConvenience ience samplsamplinging b)Quota sampling
b)Quota sampling c)
c) PurPurposposive sampive samplinlingg Note:
Note: Cluster samplingCluster sampling is is a a nonrandom nonrandom sampling.sampling.
22.
22.Simple random samplingSimple random sampling would usually require thewould usually require the
smallest sample size because of its efficiency. smallest sample size because of its efficiency.
23.
23.TheThe Probability proportional to size or PPSProbability proportional to size or PPS is is aa
te
techchninique que usused ed whwhen en seselelectctining g clclususteters rs of of didiffffererenentt sizes.
24.
24.SamplingSampling is the process of drawing a sample from ais the process of drawing a sample from a
population. population.
25.
25.It is recommended to use the whole population rather It is recommended to use the whole population rather
than a sample when the population size is
than a sample when the population size is 100 or less.100 or less. 2
26.6. TThhe fe foolllloowwiinng ag are re rraannddom om ssaammpplliinng tg teecchhnniiqqueue:: a)
a) PurposPurposive sive samplinamplingg b)Quota sampling
b)Quota sampling c)
c) ConvenConvenience ience samplsamplinging N
Notote: e: ClClususteter r sasampmpliling ng is is a a nononrnranandodom m sasampmplilingng technique.
technique.
27.
27.Random samplingRandom sampling is the best way to select a group of is the best way to select a group of
people for a study if the researcher is interested in people for a study if the researcher is interested in
making statements about the larger population. making statements about the larger population.
28.
28.AA samplesample is a set of elements taken from a larger is a set of elements taken from a larger
population according to certain rules. population according to certain rules.
29. Determining the sample interval (represented by k), 29. Determining the sample interval (represented by k), ra
randndomomly ly seselelectctining g a a nunumbmber er bebetwtweeeen n 1 1 anand d k, k, anandd including each k
including each k thth element in the sample are the steps foelement in the sample are the steps for r systematic sampling.
systematic sampling. 30.
30. PurposPurposive ive samplsamplinging is a technique that involvesis a technique that involves selecting a convenience sample from a population with a selecting a convenience sample from a population with a specific set of characteristics for the research study.
Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 8 – Validity of Research
1.
1. When an extraneous variable systematicallyWhen an extraneous variable systematically
varies with the independent variable and varies with the independent variable and
influences the dependent variable it is called a influences the dependent variable it is called a confounding variable.
confounding variable. 2.
2. A statiA statisticastical relatil relation of X and Y is inson of X and Y is insufficieufficientnt evidence for inferring causality.
evidence for inferring causality.
3.
3. A school district examines a program that usesA school district examines a program that uses
mentors to help very poor readers improve their mentors to help very poor readers improve their reading
reading performance. performance. The The children children in in thethe program are at the 4
program are at the 4thth percentile percentile at at pretest. pretest. AtAt posttest they are around the 20
posttest they are around the 20thth percentile.percentile. While it is possible that the program made the While it is possible that the program made the difference, another reason for the change in difference, another reason for the change in scores could be
4.
4. A group of researchers do a study where childrenA group of researchers do a study where children
from particular classrooms are assigned to from particular classrooms are assigned to treatment
treatment or control or control conditions. conditions. After After the study,the study, the researcher finds out that the students in the the researcher finds out that the students in the control group are higher achievers than those in control group are higher achievers than those in the
the experimental experimental group. group. He/she He/she found found notnot treatment effect.
treatment effect. The failure The failure to find to find an effectan effect may be due to
may be due to a differential selection effect.a differential selection effect.
5.
5. A researcher examines a program looking at theA researcher examines a program looking at the
effects of mentoring on poor readers’ reading effects of mentoring on poor readers’ reading achievement.
achievement. He/she He/she looks at looks at two two differentdifferent schools.
schools. One serves One serves as the as the control and control and the other the other experimental
experimental group. group. Both Both schools schools had had readingreading achievement that was around the 50
achievement that was around the 50thth percentile.percentile. During the time that the mentoring program is in During the time that the mentoring program is in place in the experimental group, a statewide
place in the experimental group, a statewide reading initiative is started in
reading initiative is started in randomly selectedrandomly selected schools.
schools. The experimeThe experimental, but ntal, but not the not the controlcontrol school is
school is involved in involved in the initiative. the initiative. At the At the end of end of the year, the experimental group does better than the year, the experimental group does better than the control.
the control. From From the information the information presented here,presented here, a likely threat to the internal validity of the study a likely threat to the internal validity of the study is
is selection-history effect.selection-history effect.
6.
6. Internal validityInternal validity refers to the degree to whichrefers to the degree to which
the researcher can infer that the relationship the researcher can infer that the relationship between two variables is causal.
7.
7. Statistical conclusion validityStatistical conclusion validity refers to therefers to the
ability to infer that the independent and ability to infer that the independent and
dependent variables are related and that the dependent variables are related and that the
measured strength of the relationship is accurate. measured strength of the relationship is accurate.
8.
8. An extraneous variable that An extraneous variable that systematically variessystematically varies
with the independent variable and also influences with the independent variable and also influences the dependent variable is known as a
the dependent variable is known as a confounding variable
confounding variable or third variableor third variable..
9.
9. Investigator triangulationInvestigator triangulation is the use of multipleis the use of multiple
observers to allow cross-checking of observations observers to allow cross-checking of observations to make sure that the investigators agree with
to make sure that the investigators agree with what took place.
what took place.
10.
10.A verbatimA verbatim is the lowest inference descriptor of is the lowest inference descriptor of
all because it uses the participant’s own words. all because it uses the participant’s own words.
11.
11.MaturationMaturation refers to physical or mental changesrefers to physical or mental changes
that may occur within individuals over time, such that may occur within individuals over time, such as aging, learning, boredom, hunger, and fatigue. as aging, learning, boredom, hunger, and fatigue.
12.
12.External validityExternal validity refers to the extent to whichrefers to the extent to which
the results of a study can be generalized across the results of a study can be generalized across time.
time.
13.
13.Interpretive validityInterpretive validity accurately portrays theaccurately portrays the
meanings given by the participants to what is meanings given by the participants to what is being studied.
14.
14.ReflexivityReflexivity is a strategy where the researcher is a strategy where the researcher
actively engages in critical self-reflection about actively engages in critical self-reflection about his or her potential biases and predispositions. his or her potential biases and predispositions. 15
15.. TThe he ffoolllloowwiinng g aarre e ccoonnssiiddeerreed d ccrriitteerriia a ffoor r inferring causality:
inferring causality: a)
a) EvideEvidence that the indepnce that the independenendent andt and dependent variables are related dependent variables are related
b)Evidence that the relationship between b)Evidence that the relationship between
the variables being investigated is not the variables being investigated is not due to a confounding extraneous
due to a confounding extraneous variable
variable c)
c) EvideEvidence that chnce that changes in vanges in variablariable Ae A occur before changes in variable B occur before changes in variable B
16.
16.Data triangulationData triangulation is the use of multiple datais the use of multiple data
sources to help understand a phenomenon that is sources to help understand a phenomenon that is used to promote qualitative research validity. used to promote qualitative research validity.
17.
17.Selection-history effectSelection-history effect may happen whenmay happen when
different comparison groups experience a different comparison groups experience a different history event.
different history event.
18.
18.Third variableThird variable is another term that refers to ais another term that refers to a
confounding extraneous variable. confounding extraneous variable.
19.
19.InstrumentationInstrumentation refers to any systematic changerefers to any systematic change
that occurs over time in the way in which the that occurs over time in the way in which the dependent variable is assessed.
20.
20.Population validityPopulation validity describes the ability todescribes the ability to
generalize from the sample of individuals on generalize from the sample of individuals on which a study was conducted to the larger target which a study was conducted to the larger target population of individuals and across different population of individuals and across different
subpopulations within the larger target subpopulations within the larger target population.
population. 21
21.. TThe he ffoolllloowwiinng sg sttrraatteeggiiees as arre ue usseed td to po prromomoottee qualitative research validity:
qualitative research validity: a)
a) PeePeer rer revievieww b)
b) TheorTheory triangulatiy triangulationon c)
c) ExtExtendended fielded fieldworwork k
Note: Random assignment is not a strategy used Note: Random assignment is not a strategy used to promote qualitative research validity.
to promote qualitative research validity.
22.
22.Multiple operationalismMultiple operationalism is the use of severalis the use of several
measures of a construct. measures of a construct.
23.
23.MaturationMaturation is a physical or mental change thatis a physical or mental change that
occurs in participants over time that affects their occurs in participants over time that affects their performance on the dependent variable.
performance on the dependent variable.
24.
24.AttritionAttrition generally occurs in research wheregenerally occurs in research where
some participants do not complete the study. some participants do not complete the study.
25.
25.Differential attritionDifferential attrition occurs when the peopleoccurs when the people
dropping out from one group are different from dropping out from one group are different from the others in their group or from the people in the the others in their group or from the people in the comparison group.
26.
26.Internal validityInternal validity refers to the ability to infer thatrefers to the ability to infer that
a casual relationship exists between 2
a casual relationship exists between 2 variables.variables.
27.
27.Methods triangulationMethods triangulation is a strategy used tois a strategy used to
promote qualitative research validity that uses promote qualitative research validity that uses
multiple research methods to study a multiple research methods to study a phenomenon.
phenomenon.
28.
28.Descriptive validityDescriptive validity refers to the factualrefers to the factual
accuracy of an account as reported by the accuracy of an account as reported by the researcher.
researcher.
29.
29.Three threats to internal validity include theThree threats to internal validity include the
following: following:
a)
a) MatMaturauratiotionn
b)Instrumentation b)Instrumentation c)
c) HiHiststororyy
Note: Temporal change is not a threat to internal Note: Temporal change is not a threat to internal
validity. validity.
30.
30.Ecological validityEcological validity refers to the ability torefers to the ability to
generalize the results of a
generalize the results of a study across settings.study across settings.
31.
31.Sampling errorSampling error is not a direct threat to theis not a direct threat to the
internal validity of a research design. internal validity of a research design.
Note: Direct threats to the internal validity of a Note: Direct threats to the internal validity of a
research design include history, testing, and research design include history, testing, and differential selection.
32.
32.ReactivityReactivity refers to the alteration in performancerefers to the alteration in performance
due to being aware that one is participating in a due to being aware that one is participating in a study.
study.
33.
33.Replication logicReplication logic is the idea that the is the idea that the more timesmore times
a research finding is shown with different sets of a research finding is shown with different sets of people, the more confidence we can place in the people, the more confidence we can place in the findings and in generalizing beyond the original findings and in generalizing beyond the original participants. participants. Dr. William Kritsonis Dr. William Kritsonis Educational Research Educational Research Lecture Notes Lecture Notes
Chapter 9 – Experimental Research Chapter 9 – Experimental Research
1.
1. AnalyAnalysis of covariansis of covariance is a statistice is a statistical technical technique that canque that can be used to help equate groups on specific variables.
be used to help equate groups on specific variables.
2.
2. To determine whether noise affects the ability to solveTo determine whether noise affects the ability to solve
math problems, a researcher has one group solve math math problems, a researcher has one group solve math problems in a quiet room and another group solve math problems in a quiet room and another group solve math problems in
problems in a noisy a noisy room. room. The group The group solving problemssolving problems in the noisy room completes 15 problems in one hour in the noisy room completes 15 problems in one hour and the group solving problems in the quiet room
and the group solving problems in the quiet room completes 22
completes 22 problems in problems in one hour. one hour. In this In this experiment,experiment, the
the independent variableindependent variable isis thethe noise level in the roomnoise level in the room and the
and the dependent variabledependent variable isis the number of problemsthe number of problems solved.
solved.
3.
3. The posttest-only design with nonequivalent groups isThe posttest-only design with nonequivalent groups is
likely to control
likely to control historicalhistorical threats to internal validity.threats to internal validity. Note: Differential selection, additive and interactive Note: Differential selection, additive and interactive effects, and differential attrition will not control threats to effects, and differential attrition will not control threats to internal validity.
internal validity.
4.
4. When all participants receive all treatment conditions,When all participants receive all treatment conditions,
the study is susceptible to
the study is susceptible to order effectsorder effects andand carryovercarryover effects.
effects.
5.
5. A researcher is interested in the effects of a preschoolA researcher is interested in the effects of a preschool
program on
program on later school later school performance. performance. Because Because thethe
researcher is concerned that socio-economic-status (SES) researcher is concerned that socio-economic-status (SES) is a potential variable in the study, the researcher picks is a potential variable in the study, the researcher picks
