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Masters-Research Methods Questions > Study Guide > Flashcards

Study Guide Flashcards

1
Q

evidence or observations grounded in human sensory experience: touch, sight, hearing, smell, and taste.

A

Empirical

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2
Q

the many forms of empirical evidence or information, carefully collected according to the rules or procedures of science.

A

Data

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3
Q

a characteristic or attribute of an individual or organization that can be measured or observed

A

Variable

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4
Q

How does each term: empirical, data, and variable relate to each other?

A

they are all used in quantitative and qualitative research methods in different ways.

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5
Q

List the five basic norms of the scientific community

A
  1. Universalism
  2. Organized Skepticism
  3. Disinterestedness
  4. Communalism
  5. Honesty
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6
Q

Why is Universalism an important part of the scientific community?

A

research is judged only on the basis of scientific merit regardless of who conducts the research or where.

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7
Q

Why is Organized Skepticism an important part of the scientific community?

A

scientists challenge, question, and subject each study to intense scrutiny but their criticism isn’t to attack the individual but ensure the methods used in research are carefully and closely examined.

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8
Q

Why is Disinterestedness an important part of the scientific community?

A

scientist are neutral, impartial, receptive, and open to unexpected observations and new ideas that go against their positions and base it on high quality research.

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9
Q

Why is Communalism an important part of the scientific community?

A

scientific knowledge is shared with everyone because it’s a public act that is universal to everyone and available to use

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10
Q

Why is Honesty an important part of the scientific community?

A

scientist demand honesty in all research as dishonesty or cheating is taboo in scientific research.

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11
Q

has limited evidence but assume that it applies to many other situations

A
  1. Overgeneralization
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12
Q

take special notice of certain people or events and generalize from them

A
  1. Selective Observation
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13
Q

believe that we no longer need to listen, seek information, or raise questions because we already have an answer

A
  1. Premature Closure
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14
Q

overgeneralized trust in highly prestigious source such as, positive representation to sources or people we trust

A
  1. Halo Effect
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15
Q

inability to distinguish personal beliefs from what others believe, as there’s an overestimation

A
  1. False Consensus
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16
Q

belief we know much more than we actually do but aren’t as smart or well-informed as we think we are.

A
  1. Illusion of Explanatory Depth
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17
Q

experimental procedures, treatments, or experiences of participants that **threaten the researcher’s ability **to draw correct inferences from the data about the population in an experiment.

A

Internal Validity Threats

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18
Q

Examples of Internal Validity Threats

A

regression, election, and mortality

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19
Q

experimenters draw incorrect inferences from sample data to other people, settings, past or future situations

A

External Validity Threats

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20
Q

Examples of External Validity Threats

A

Interaction of selection and treatment
Interaction of setting and treatment
Interaction of history and treatment

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21
Q

experimenters draw inaccurate inferences from data because inadequate statistical power or violation of statistical assumptions

A

Statistical Conclusion Validity Threats

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22
Q

Used in the final outcome of a study and placed at the end of a research project or at the beginning as it provides a lens that shapes what is looked at and the questions asked

A

Use of Theory in Qualitative Research

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23
Q

Used deductively and placed at the beginning of a proposed study to test or verify a theory by examining hypotheses or questions containing variables or constructs to confirm or disconfirm the theory

A

Use of Theory in Quantitative Research

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24
Q

Used to both test theories and generate them as it involves a theoretical framework where both qualitative and quantitive data are collected

A

Use of Theory in Mixed Methods Research

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25
Q

tests the impact of a treatment or intervention on an outcome while controlling for all other factors that might influence it

A

Experimental Design (Alternative Quantitive Research Method Design)

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26
Q

provides plans for qualitative or numeric description of trends, opinions, and attitudes of a population by the sample of the population

A

Survey Design (Alternative Quantitative Research Method Design)

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27
Q

researcher explores a program, event, or process in detail of one or more individuals over a period of time

A

Case Study (Alternative Qualitative Research Method Design)

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28
Q

research studies an intact cultural group in a natural setting over a prolonged period of time by collecting observational and interview data

A

Ethnography (Alternative Qualitative Research Method Design)

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29
Q

the lives of individuals are studied and the stories provided by the group or individual are retold or restated by the researcher into narrative chronology

A

Narrative Research (Alternative Qualitative Research Method Design)

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30
Q

human experiences about a phenomenon described by participants in the study

A

Phenomenological Research (Alternative Qualitative Research Method Design)

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31
Q

Researcher derives a general, abstract theory of a process, action, or interaction grounded in views of participants in a study

A

Grounded Theory (Alternative Qualitative Research Method Design)

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32
Q

Quantitive and qualitative data is collected, analyzed separately, then the results are compared to see if the findings confirm or disconfirm each other

A

Congruent Mixed Methods Design (Alternative Mixed Methods Design)

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33
Q

two-phase project in which the researcher collects qualitative data in the first phase, analyzes the results, then uses a qualitative phase to help explain the quantitative results

A

Explanatory Sequential (Alternative Mixed Methods Design)

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34
Q

three-phase project which the researcher first collects qualitative data, analyzes it, then designs a quantitative feature based on qualitative results and tests the quantitative features

A

Exploratory Sequential (Alternative Mixed Methods Design)

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35
Q

data collection stops because fresh data no longer sparks new insight or reveals new properties

A

Saturation

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36
Q

well-test explanation that unifies a broad range of observations that can be utilized in quantitative, qualitative, and mixed methods research

A

Theory

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37
Q

a prediction about a specific event or relationship between variables

A

Hypothesis

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38
Q

variables manipulated in an experiment

A

Independent Variable

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39
Q

the outcomes or results of the independent variables

A

Dependent Variable

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40
Q

variables used to predict the outcome of interest and can’t be manipulated

A

Predictor Variable

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41
Q

variables considered outcomes or results of predictor variables

A

Outcome Variable

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42
Q

Occurs between two other variables in a chain of cause-and-effect

A

Intervening Mediating Variable

43
Q

variables that affect the direction/strength of the relationship between independent and dependent variables as they act and intersect with each other

A

Moderating Variable

44
Q

-consider code of ethics
-apply to the IRB
-obtain necessary permissions
-select a site without vested interest
-negotiate authorship for publication

A

Ethical Issues Prior to Conducting the Study

45
Q

-consult the code of ethics for professional association in the area
-submit approval for IRB approval
-go through local approvals and find gatekeepers to help
-select sites that will not raise power issues with research
-give credit for work done on the project and decide the author

A

How to address the ethical issue for Prior to Conducting the Study

46
Q

-identify a beneficial research problem for participants
-disclose the purpose of the study
-don’t pressure participants into signing consent forms
-respect norms and charters of indigenous cultures

A

Ethical Issues at the Beginning of the Study

47
Q

-conduct a informal conversation with participants about their needs
-contact participants and inform them of the general purpose of the study
-tell participants they don’t have to sign the consent form
-find out about cultural, religious, and other differences that need to be respected

A

How to address the ethical issue for Beginning of the Study

48
Q

-avoid going native
-avoid disclosing only positive results
-respect the privacy of participants

A

Ethical Issues Collecting Data

49
Q

-report multiple perspectives
-report contrary findings
-assign fictitious names or aliases and develop composite profiles of participants

A

How to address the issue for Collecting Data

50
Q

-falsifying authorship, evidence, data, findings, or conclusions
-don’t plagiarize
-avoid disclosing information that would harm participants
-communicate in clear straightforward, appropriate language
-share data with others

A

Ethical Issues Reporting, Storing, and Sharing

51
Q

-report honestly
-use composite stories so individuals can’t be identified
-use unbiased language appropriate for audiences of the research
-store data and materials for 5 years
-give credit for ownership to researcher, participants, and advisors

A

How to address ethical issues for Reporting, Storing, and Sharing

52
Q

Researchers reflect on their own biases, values, and personal background as past experiences ultimately shape the interpretations formed during the study (e.g., memos)

A

Role of Reflexivity

53
Q

the employment of certain procedures in order for the researcher to check for accuracy of findings

A

Qualitative Validity

54
Q

indicates a particular approach is consistent across different researchers and projects

A

Qualitative Reliability

55
Q

consistency or repeatability of an instrument

A

Reliability

56
Q

the degree to which sets of items on an instrument behave in the same way

A

Internal Consistency

57
Q

helps determine if a topic is worth studying or not and if so broadens the researchers knowledge within a field by providing a unique perspective on a general or narrow topic

A

Importance of a Literature Review in a Research Project

58
Q

can fill in gaps of existing research or other areas that need further exploration which can lead to new discoveries and ideas

A

How a published literature can inform the direction of a research project

59
Q

holds a deterministic philosophy in which causes determine effects or outcomes such as, those found in experiments

A
  1. Postpositivist Worldview
60
Q

individuals seek understanding of the world in which they live and work and develop subjective meanings of their experiences

A
  1. Constructivist Worldview
61
Q

research inquiry needs to be intertwined with politics and political change to confront social oppression at whatever levels it occurs (e.g., inequality of marginalized groups)

A
  1. Transformative Worldview
62
Q

Arises out of actions, situations and consequences and uses all approaches available to understand and emphasize the problem

A
  1. Pragmatic Worldview
63
Q

In a research study, the researcher decides on a philosophical worldview to use and from there, a research design (e.g., experiments) is chosen that correlates with one of the four philosphical worldviews (postpostivist, constructivist, transformative, pragmatic) before a specific method or procedure such as, questions or data collection ultimately forms one of the three research approaches.

A

The Interconnection between Philosophical Worldviews, Design, and Method

64
Q

forms participants sign before they engage in a research study and acknowledges the rights of participants will be protected during data collection of the research study

A

Informed Consent

65
Q

-identifies purpose of the study
-identifies benefits for participants
-identifies level and type of participant involvement
-goes over risk with participants
-guarantees confidentiality with participants
-assures participants can withdraw at any time

A

How Informed Consent protects human participants

66
Q

best used when sampling the people or other elements directly because the researcher has access to names

A

Single Stage Sampling Design

67
Q

best used when it’s impossible or impractical to compile a list of elements composing the population

A

Multistage (Clustering) Sampling Design

68
Q

a procedure in quantitative research where each individual has an **equal probability **of being selected from the population, ensuring the sample is representative of the population

A

Random Sampling

69
Q

respondents are chosen based on their convenience and availability also referred to as, convenience sampling

A

Nonprobability Sampling

70
Q

specific characteristics of individuals are represented in the sample and the sample reflects the true proportion in the population of individuals with certain characteristics (e.g., gender)

A

Stratification

71
Q

researcher has firsthand experience with participant

researcher can record information as it occurs

unusual aspects can be noticed during observation

useful in exploring topics that may be uncomfortable for participants to discuss

A

Pros of Qualitative Observations

72
Q

researcher may be seen as intrusive

private information may be observed that research cannot report

researcher may not to have good attending and observing skills

certain participants (e.g., children) may present special problems in gaining rapport

A

Cons of Qualitative Observations

73
Q

useful when participants cannot be directly observed

participants can provide historical information

allows researcher control over the line of questioning

A

Pros of Qualitative Interviews

74
Q

provides indirect information filtered through the views of interviewees

provides information in a designated place rather than the natural field setting

researcher’s presence may bias responses

not all people are equally articulate and perceptive

A

Cons of Qualitative Interviews

75
Q

enables a researcher to obtain the language and words of participants

can be accessed at a time convenient to researcher

represents data to which participants have given attention

written evidence saves a researcher the time and expense of transcribing

A

Pros of Qualitative Documents

76
Q

not all people are equally articulate and perceptive

may be protected information unavailable to public or private access

requires the researcher to search out the information in hard to find places

materials may be incomplete

A

Cons of Qualitative Documents

77
Q

may be an unobtrusive method of collecting data

provides an opportunity for participants to directly share their reality

it is creative in that it captures attention visually

A

Pros of Qualitative Audiovisual Digital Materials

78
Q

may be difficult to interpret

may not be accessible publicly or privately

the presence of an observer (e.g., photographer) may be disruptive and affect responses

A

Cons of Qualitative Audiovisual Digital Materials

79
Q
  1. Select Topic
  2. Focus Question
  3. Design Study
  4. Collect Data
  5. Analyze Data
  6. Interpret Data
  7. Inform Others
A

Seven Steps used in Qualitative Research Process

80
Q

topic can be general or an issue that’s of personal or professional interest. Topics can be broad, focusing on topics like divorce

A

Select Topic

81
Q

the topic has to be narrowed to focus on a specific research question that can be addressed in the study if it is too broad such as, looking at literature reviews and developing hypotheses that come from social theories

A

Focus Question

82
Q

requires making decisions informed by the theory such as, the type of case or sample to select, how to measure factors that are relevant, and what research technique to use

A

Design Study

83
Q

carefully record and verify information in the form of numbers and transfer numerical data into a format readable for the computer

A

Collecting Data

84
Q

uses computer software to manipulate the numerical data to create charts, graphs, and statistical measures as it provides a smaller picture of the data

A

Analyze Data

85
Q

analyzed data is examined in order to answer the research question through considerations such as, alternative interpretation of data, comparing results to past studies, and drawing out what has been learned

A

Interpret Data

86
Q

a report is written about the study in a certain format and a description of both the study and its results are presented

A

Inform Others

87
Q
  1. Acknowledge Social Self and Context
  2. Adopt Perspective
  3. Design Study
  4. Collect Data
  5. Analyze Data
  6. Interpret Data
  7. Inform Others
A

Seven Steps in Qualitative Research Process

88
Q

starts with a topic in simultaneous with performing self-assessments and placing the topic in a socio-historical context as researchers rely on personal beliefs, biography or certain current issues to identify the topic that’s of interest

A

Acknowledge Social Self and Context

89
Q

Researchers choose a direction that might contain potential questions as they focus on theoretical philosophical paradigms or ongoing discussions with other researchers instead of narrowing the topic

A

Adopt Perspective

90
Q

Qualitative researchers not only design a study but also, collect, analyze, and interpret data at the same time. The reason for this being, researchers often go back and forth in the steps many times, building a new theory while also, testing old theory. In the interpretation stage, new concepts and theoretical interceptions are created by the researcher

A

Design a study, Collect, Analyze, and Interpret Data

91
Q

Style of report varies in accordance with the approach used

A

Inform Others

92
Q

evidence of different data sources are examined from the sources and used to build a coherent justification for themes which can aid in the validity of the study

A
  1. Triangulate
93
Q

determines the accuracy of the qualitative findings by taking a final report or certain descriptions or themes back to participants and deterring whether the participants feel they are accurate including, case analysis

A
  1. Member Checking
94
Q

convey’s findings through description that transports readers to the setting and gives the discussion and element of shared experiences

A
  1. Rich, Thick, Description
95
Q

self-reflection that creates an open and honest narrative as it clarifies the bias researchers bring to the study

A
  1. Bias
96
Q

information presented that counters the themes as discussing contrary information adds to a credibility of an account in real life situations such as, evidence

A
  1. Negative or Discrepant Information
97
Q

time spent in the field where, the researcher develops and in-depth understanding of the phenomenon under study and conveys details about the site and people

A
  1. Prolonged Time
98
Q

locating a person who reviews and asks questions about the qualitative study so the account will resonate with people other than the researcher

A
  1. Peer Debriefing
99
Q

auditor is unfamiliar with the researcher or project and can provide an objective assessment of the project throughout the process of researcher or the conclusion of the study

A
  1. External Auditor
100
Q
  1. Transcripts are checked to make sure they don’t contain obvious mistakes made during transcription
  2. Making sure there is not a drift in definition of codes or shift in meaning of codes during process of coding by continuously comparing data with codes by writing memos
  3. Coordinate the communication among coders by regular documented meetings and sharing analysis for team research
  4. Cross check codes developed by different researchers through interceder agreements where another person checks the codes and several procedures are included in the proposal as evidence
A

Four Reliability Techniques

101
Q

Quantitive research methods include, quantitive research questions that involves relationships among variables the researcher wants to know

A

Quantitative Research Question

102
Q

quantitative hypotheses are predictions the research makes about the expected outcomes of relationships among variables

A

Quantitative Hypothesis

103
Q

researcher asks three research questions: qualitative question, quantitive question or hypothesis, and a mixed methods question

A

Mixed Methods Research Question and Hypothesis

Masters-Research Methods Questions (1 decks)

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