Research Methods- planning & conducting research

Question 1

What is an aim?

Answer 1

Gives an idea of what researcher hopes to achieve
Every aim has to begin with “To investigate…”

Question 2

What is a hypothesis?

Answer 2

Simply stating what will happen, like a prediction
Has to be a “testable statement”
Every statement has to include the word ‘significant(ly)’
Can either be ‘null’ or ‘alternative’

Question 3

What is a null hypothesis?

Answer 3

Hypothesis with no difference (null= no)
Statement has to include “There is no significant difference”

Question 4

What is a directional/ one-tailed hypothesis?

Answer 4

Alternative hypothesis that predicts the direction of results (bigger, more, less, faster, slower etc)

Question 5

What is a non-directional/ two-tailed hypothesis?

Answer 5

Alternative hypothesis that predicts there will be a difference, but does not predict the direction

Question 6

How is a 3 mark hypothesis exam question formulated?

Answer 6

1 mark- type of hypothesis
2 marks- state IV (what is being manipulated/ changed)
3 marks- state DV (what is being measured)

Question 7

What is a target population and sample?

Answer 7

Target population- the group in which you’re researching
Sample- list of people in that target population who are acting as participants

Question 8

What is random sampling?

Answer 8

Everyone within the target population has an equal chance of being selected (e.g. pull names out of a hat)

Question 9

strengths/ weaknesses of random sampling?

Answer 9

strength: sample should represent target pop and eliminate bias
weakness: difficult to achieve (time, effort, money)

Question 10

What is opportunity sampling?

Answer 10

Researcher used people from the target population who are available at the time (based off convenience)

Question 11

strength/ weakness of opportunity sampling?

Answer 11

strength: quick and easy way of selection
weakness: may provide an unrepresentative sample

Question 12

What is self- selected sampling?

Answer 12

Participants of target population are asked if they would like to be involved with research

Question 13

strength/ weakness of self-selected sampling?

Answer 13

strength: ethically good- people volunteer
weakness: risk of unrepresentative sample- similar people with similar characteristics (e.g. confidence) are selected

Question 14

What is snowball sampling?

Answer 14

Researcher asks (x) number of people to take part. Those people then recruit (x) more people to take part each, and so on

Question 15

strength/ weakness of snowball sampling?

Answer 15

strength: easy to collect large samples quickly/ cost effectively
weakness: risk of unrepresentative sample- similar people may be selected

Question 16

What is the independent measures experimental design?

Answer 16

Different participants take part in each condition of experiment (every participant is different every time)

Question 17

strengths/ weaknesses of independent measures experimental design?

Answer 17

strength: no problem with order effects (participants can’t ‘get better’ at task as they only take part in 1 condition
weakness: could be individual differences between participants which could effect results
solution- use matched pairs instead (very similar people)

Question 18

What is the repeated measures experimental design?

Answer 18

Same participant takes part in both conditions of experiment

Question 19

strengths/ weaknesses of repeated measures experimental design?

Answer 19

strength: no individual differences between participants
weakness: potential for order effects (they may ‘become better’ at the task)
solution- counterbalance (p1 does condition 1 first and condition 2 second, p2 does vice versa)

Question 20

What is the matched pairs experimental design?

Answer 20

Using different but similar participants in each condition (match by 1 characteristic e.g. age)

Question 21

strengths/ weaknesses of matched pairs experimental design?

Answer 21

strength: no order effects, individual characteristics are minimised
weakness: participant variables can’t always be matched perfectly
solution- use previously used matched pairs/ use identical twins

Question 22

What is the independent variable?

Answer 22

The variable that the researcher manipulates/ changed, creating conditions/ groups
It affects the dependent variable (e.g. listening to music vs not listening to music while trying to focus)

Question 23

What is the dependent variable?

Answer 23

The variable that is measured
It is effected by changes in the independent variable (e.g. a list of 50)- this would also make a statement testable/ operational

Question 24

Why should a researcher have control over extraneous variables?

Answer 24

Variables that must be controlled, otherwise they’ll confound the results and affect the DV
3 types: participant, situational, experimenter bias= people involved, environment, views of experimenter

Question 25

What is time sampling?

Answer 25

Time observing is split up into intervals- e.g. every 30 seconds at each time interval (30 secs, 60 secs, 90 sec)

Question 26

strengths/ weaknesses of time sampling?

Answer 26

strength: allows observation over greater time period (no need to stay focused for so long), quantitative data
weakness: some behaviours will be missed outside of the intervals- may not be representative

Question 27

What is event sampling?

Answer 27

Behaviours are recorded as and when they happen- every time it is seen
There is no specific time to record

Question 28

strengths/ weaknesses of event sampling?

Answer 28

strength: behaviours less likely to be missed- full insight to duration, quantitative data
weakness: if more than one behaviour occurs at one time, some may be missed

Question 29

What are open questions?

Answer 29

Respondents give own, explained answers

Question 30

strengths/ weaknesses of open questions?

Answer 30

strength: qualitative data, high validity (if answers are honest), qualitative depth+ quantitative trends= can explain WHY
weakness: difficult to analyse and compare

Question 31

What are closed questions?

Answer 31

Provide limited choices of answer (yes/no, different choices, rankings, ratings etc)

Question 32

strengths/ weaknesses of closed questions?

Answer 32

strength: quantitative data (objective), high reliability
weakness: ‘best fit’ options may be chosen as appropriate response is not listed, lacks qualitative insights

Question 33

What is a rating scale?

Answer 33

A numerical scale that indicates the strength of a measure (used to assign scores)
2 types: Likert scale, semantic differentials rating scale

Question 34

strengths/weaknesses of a rating scale?

Answer 34

strength: used for testing validity of many objective instruments
weakness: people differ in ability/ confidence to make ratings

Question 35

What is a Likert scale?

Answer 35

5-7 point scale that allows people to express how much they agree with a statement
(e.g. rate your school in general
very good. good, okay, bad, very bad)

Question 36

strengths/weaknesses of Likert scales?

Answer 36

strengths: it’s a universal method (easily understood), quantitative data
weakness: validity can be made vulnerable by the risk of social desirability

Question 37

What is a semantic differentials rating scale?

Answer 37

A rating scale to distinguish between two extremes
(e.g. Rate how you view yourself
unorganised — organised)

Question 38

strengths/ weaknesses of semantic differential rating scales?

Answer 38

strength: easy to administer (understandable to respondent), high validity
weakness: risk of social desirability (most common issue)