Final (Lectures 8-13)

Question 1

Lecture 8: Note the features that the preexperimental designs have in common, and define and develop examples of each of the following three designs: one-shot study, one-group pretest-posttest design, and static-group comparison.

Answer 1

Preexperimental designs lack a key aspect of classical experimental design which makes researchers question the conclusions
One-shot study: only has an experimental group that is only post-tested
One-group pretest-posttest design: experimental group that receives both pretest and posttest but lacks a control group
Static-group comparison: has both experimental and control groups but cannot be pretested.

Question 2

Lecture 8: Explain how the following factors may threaten internal validity: history, maturation, testing, instrumentation, statistical regression, selection biases, experimental mortality, casual time order, diffusion or imitation of treatments, compensation, compensatory rivalry, and demoralization.

Answer 2

History: the longer a study is, the more things can happen outside of the researcher’s control
Maturation: participants can change and grow
Testing: Testing and retesting on the same variable can influence participants
Instrumentation: making sure to use valid measures; sound measures
Statistical regression: participants during the baseline test who score extreme values, the next time they are tested, their score will gravitate toward the average score
Selection biases: not using random assignment; researcher has influence
Experimental mortality: participants dropping out of study; also known as attrition
Causal time order: independent variable must precede the dependent
Diffusion or imitation of treatment, Compensation, Compensatory rivalry, and demoralization: if participants find out what treatment they have been assigned (treatment or placebo) their behavior may change, changing the way they respond in the study

Question 3

Lecture 8: Compare the following true experimental designs: classical design, Solomon four-group design, and posttest-only control group design.

Answer 3

Classical design: random assignment of participants to either the experimental or control group; give both conditions of pretest to both groups; bring experimental group back to administer the treatment; conduct posttest on the experimental group only
Solomon four-group design: same as classical experimental design with an additional experiment and control group that is added to the study, but not pretested.
Posttest-only control group design: both groups start on the same levels; not pretested; used to control problems of internal validity

Question 4

Lecture 8: Describe how natural experiments occur and give two examples.

Answer 4

Similar to static group comparison; studies groups that naturally form then measure them on some dependent variable.
Example 1: The impact of smoking
Example 2: Observing a group impacted by natural disaster

Question 5

Lecture 9: List three guidelines for good questionnaire format.

Answer 5

Uncluttered, using one question per line, aesthetically pleasing, avoiding double barrel questions, using contingency questions when necessary, include instructions for the questionnaire and pretest every part of it before administering it

Question 6

Lecture 9: Describe the role of contingency questions and list the principles of their use.

Answer 6

Questions offered based on what participants answered for the previous question. Contingency questions should be separated from the natural flow of the questions and there should be clear instructions on how to answer them

Question 7

Lecture 9: Describe the role of matrix questions and list the principles of their use.

Answer 7

Can make a questionnaire look neat and organized, leaving space and reduces the time it takes to complete the questionnaire. Matrix questions are only used if response options are the same for every single question.

Question 8

Lecture 9: Present an argument for monitoring returns, and show how this can be done with the return rate graph.

Answer 8

Monitoring returns is only used if participants are administering the questionnaire or survey to themselves. Return rate graphs can help researchers monitor how many items were sent out versus how many they receive back. These graphs help identify when a follow up contact is needed and also helps determine the non-response bias.

Question 9

Lecture 9: Give two examples of secondary analysis and/or data archives, and summarize the advantages and disadvantages of this approach.

Answer 9

Examples: libraries and repositories
Advantages: Low cost and availability of data
Disadvantages: Being stuck with original researcher’s view and comparing measures

Question 10

Lecture 10: Identify the key strengths of field research.

Answer 10

Removes the idea of losing focus of the theory; gives a richer, deeper understanding of the data

Question 11

Lecture 10: Compare the various roles the field researcher can assume, ranging from complete participant to complete observer.

Answer 11

Complete participant: complete adherence to the norms of the group; can make researcher subjective
Complete observer: left to their own interpretation; studies the natural behavior of a group without getting involved

Question 12

Lecture 10: Define and illustrate the following paradigms: naturalism, ethnomethodology, grounded theory, case studies, extend case method, institutional ethnography, and participartoryr action research.

Answer 12

Naturalism: posivistic assumption; social behavior can be studied as it naturally unfolds
Ethnomethodology: people are continuously trying to make sense of the life they experience; violating social norms is a technique of Ethnomethodology
Grounded theory: true, inductive research; “let the data speak to me”; collect observations, find patterns, then the theory.
Case studies: complete, idiographic study; detailed study of a single instance or single individual
Extended case method: studying participants who do not fit the norm to modify existing theories
Institutional ethnography: experiences of individuals that reveal power relationships within organizations
Participatory action research: participants are given control over the purpose and procedures of the research; working with them directly to identify their needs

Question 13

Lecture 10: Describe the stages in a complete interviewing process: thematizing, designing, interviewing, transcribing, analyzing, verifying, and reporting.

Answer 13

Thematizing: identifying what researcher wants to study
Designing: where and how does the researcher want to conduct the interview
Interviewing: interviewing participants
Transcribing: turning the interview into written form
Analyzing: reviewing the transcription for common themes
Verifying: fact check and review the information
Reporting: report findings once researcher has reached a point of saturation

Question 14

Lecture 10: List advantages and disadvantages of the focus group technique.

Answer 14

Advantages:
Socially oriented research method
Flexible
High face validity
Speedy results
Low in cost

Disadvantages:
Less control than individual interviews
Data can be difficult to analyze
Moderators must be skilled
Difference between groups can be troublesome
Groups are difficult to assemble
Discussion must be conducted in a conducive environment

Question 15

Lecture 10: Provide advice for recording observations in qualitative field research.

Answer 15

1. Do not trust your memory; Take notes while observing
2. Take sketchy notes in the field and rewrite them later
3. Record everything; Things that do not seem important may actually be significant
4. Realize that most field notes will not be reflected in the final project

Question 16

Lecture 11: Describe and compare the three unobtrusive research designs: content analysis, analysis of existing statistics, and comparative and historical research.

Answer 16

Unobtrusive research: Data that has already been collected; researcher had no influence on how it was collected
Content Analysis: looking for common themes and contents within any form of communication
Analysis of Existing Statistics: same as secondary data analysis; data that has been collected by another research team that another analyzes for their own research purposes
Comparative and historical: looking at artifacts from a specific time period to tell a story of what was going on; first person accounts are important in this type of research

Question 17

Lecture 11: Differentiate manifest content from latent content by definition and example.

Answer 17

Manifest: what a researcher can observe with their own eyes, surface content; frequency/tally count coding; good on reliability, low on validity
Latent: subjective rating; the underlying meaning within the content; low on reliability, good on reliability

Question 18

Lecture 11: Explain why validity is a problem with existing statistics, and present two strategies for resolving this problem.

Answer 18

Stuck with how original researcher operationalized the data
Strategy 1: Collect your own data to compare with the original
Strategy 2: Use logic to make sense of the study

Question 19

Lecture 11: Explain what reliability is a problem with existing statistics, and present two strategies for resolving this problem.

Answer 19

Different agencies define and operationalize data differently
Strategy 1: Collect your own data to compare with the original
Strategy 2: Use logic to make sense of the study

Question 20

Lecture 11: List three sources of data for comparative and historical research.

Answer 20

First person accounts: Letters, journals, diaries, emails, blogs, speeches

Question 21

Lecture 12: Define and illustrate needs assessment, cost-benefit, and monitoring studies.

Answer 21

Needs assessment: determining the existence or extent of a need within a population
Cost-benefit: determining whether the results of an outcome or intervention study is justified by how much time, energy and money is invested in the program
Monitoring studies: providing a steady flow of information

Question 22

Lecture 12: Provide advice for operationalizing success or failure of an intervention.

Answer 22

Conducting a cost-benefit assessment operationalizes the success or failure of an intervention

Question 23

Lecture 12: Define quazi-experimental designs.

Answer 23

Similar to preexperimental designs; lacking key features of classical experimental design; no comparison group or random assignment

Question 24

Lecture 12: Define and illustrate time-series designs.

Answer 24

Monitoring study; tracking incoming data over time

Question 25

Lecture 12: Define and illustrate nonequivalent control group designs.

Answer 25

Researcher is not able to randomly assign a control group; uses a group that they do have access to as a control group, then finding a similar group to use for comparison

Question 26

Lecture 13: Illustrate these ways of looking for patterns in particular research topic: frequencies, magnitudes, structures, processes, causes, and consequences.

Answer 26

Frequencies: how often something occures
Magnitudes: different levels of data
Structures: different types of phenomena or concepts being studies
Processes: looking for relationships among variables
Causes: independent variable; has impact on another variable
Consequences: the outcome variable that was impacted by the independent variable

Question 27

Lecture 13: Define and illustrate semiotics.

Answer 27

The Science of Signs; anything that has been assigned a meaning; anything that has been given an alternative meaning

Question 28

Lecture 13: Define and illustrate conversation analysis

Answer 28

Detailed transcript of a conversation; analyzing every aspect of the conversation

Question 29

Lecture 13: Summarize the role of memoing in qualitative data analysis and compare these types: code notes, theoretical notes, and operational notes.

Answer 29

Role of memoing: notes that are written in the margins of field notes that are used by the researcher and research team
Code notes: labels for concepts being studied accompanied by a code book that acts as a legend for understanding the research
Theoretical notes: initial thoughts about the theory; starting to make connections within the themes and contents of study
Operational notes: memos or notes that have to do with the methodology that is being used in a study; anything that could be useful in understanding the study and what would help others if they were to replicate the study