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Research Methods > Test #1 > Flashcards

Test #1 Flashcards

1
Q

What do quantitative methods rely on?

A

The identification of variables

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2
Q

What is the unit of analysis in quantitative research?

A

Quantity

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3
Q

What types of data gathering methods are used for quantitative studies?

A

Surveys and questionnaires

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4
Q

What is the logic flow in quantitative analysis?

A

From the generalized (theory) to the specific (research conclusion)

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5
Q

What are validity and reliability related to?

A

The method

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6
Q

How truthful the data with be.

A

Validity

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7
Q

How consistent the data will be.

A

Reliability

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8
Q

The thing you want to study.

A

Concept

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9
Q

What can a concept be?

A

An object, event, relationship, or process.

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10
Q

A set of connected concepts form what?

A

A conceptual scheme.

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11
Q

What does a conceptual scheme do?

A

Specifies and clarifies the relationship amount them.

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12
Q

Only when can concepts become constructs?

A

When they are linked to other concepts.

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13
Q

Identify the theoretical construct as it is presented in research questions and hypothesis.

A

Variables

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14
Q

Denotes how the variable is observed and measured.

A

Operationalization

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15
Q

An educated presumption based on a scholar’s review of the research literature.

A

Hypothesis

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16
Q

Describes the logical explanation of the difference or relationship between to or more variables.

A

What a hypothesis describes.

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17
Q

What does a hypothesis state?

A

The nature of the relationship between variables

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18
Q

A precise statement indicating the nature and direction of the relationship or difference between variables.

A

Directional hypothesis

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19
Q

States that a difference will occur but does not state the direction of that difference.

A

No directional hypothesis.

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20
Q

The implicit complementary statement to the research hypothesis.

A

Null hypothesis

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21
Q

What does a null hypothesis state?

A

No difference or no relationship except for one due to chance exists between the variables.

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22
Q

What must a variable have?

A

Two or more levels. (Male and female)

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23
Q

When can something be identified as a variable?

A

When it fluctuates in the research study. (Sex cannot be a variable if only women are studied.)

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24
Q

What must variables be identified as?

A

Independent or dependent

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25
Q

Manipulated by the researcher or the variable that alters the dependent variable.

A

Independent variable

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26
Q

Influences or change by the independent variable.

A

Dependent variable

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27
Q

When reliability is achieved….

A

Data are free from systematic errors.

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28
Q

What must the hypothesis be?

A

Testable

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29
Q

Null hypothesis are assumed to be true until what?

A

Support for the research hypothesis is demonstrated.

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30
Q

What do qualitative studies use for data?

A

Discourse. Focuses on empirical , interpretive, and inductive approaches.

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31
Q

Naturally occurring talk or gestures captured in a variety of forms and remains as it occurs.

A

Discourse

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32
Q

Everything influences everything else.

A

Mutual simultaneous shaping

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33
Q

What is mutual simultaneous shaping useful for?

A

Studying sensitive topics

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34
Q

The reasoning used by qualitative researchers to discover and develop theories as they emerge from the data.

A

Inductive analysis

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35
Q

Moving from the specific to the general.

A

Inductive reasoning

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36
Q

The extent to which interpretations can be validated as true, correct, and dependable.

A

Credibility

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37
Q

The use of several kinds of methods or data to bring credibility to their findings.

A

Triangulation

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38
Q

Using a variety of data sources in one study.

A

Data triangulation

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39
Q

Several researchers participate in the research.

A

Investigator triangulation

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40
Q

Researchers from a variety of disciplines work together on a research project.

A

Interdisciplinary triangulation

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41
Q

The prices of taking the research findings back to individuals from whom data were collected or observed.

A

Member validation

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42
Q

How are research questions stated for qualitative research?

A

Broadly and generally non directional

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43
Q

The researcher develops an interpretation based on his/her subjective position.

A

Researcher construction

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44
Q

Relies on a mix of objective and subjective elements. Acknowledges that there are tangible artifacts or objective sources of meaning.

A

Subjective valuing

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45
Q

Relies on tangible artifacts which are believed to be accurate representations of the phenomenon.

A

Contingent Accuracy

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46
Q

What are the 3 ways to interpret meaning in qualitative research?

A

Researcher construction
Subjective valuing
Contingent accuracy

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47
Q

Which is the most objective of the three ways to interpret qualitative research?

A

Contingent accuracy

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48
Q

Evidence can be identified and stand on its own.

A

Micro level evidence

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49
Q

Broad-scale evidence and mid level data are somewhere in between.

A

Macro level evidence

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50
Q

When does selection bias occur?

A

When data stand out to a researcher.

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51
Q

The influence of the researcher on the interaction among participants

A

Reactivity bias

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52
Q

What does quantitative research rely on?

A

Formal logic

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53
Q

What does qualitative research rely on?

A

Interpretation

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54
Q

How do quantitative studies select participants?

A

Randomly

55
Q

How do qualitative studies select participants?

A

Purposefully

56
Q

Consistency in procedures and reactions of participants

A

Reliability

57
Q

Compiled detailed record or log of your research process and have a third party conduct the same research according to your log.

A

Audit trial

58
Q

What are a researcher’a credibility defense?

A

Triangulation
Member validation
Audit trials

59
Q

What are researchers 2 ethical responsibilities?

A

Scientific and ethical (protecting research participants)

60
Q

The guidelines adopted by federal departments and agencies regarding research ethics.

A

The Belmont report

61
Q

What does the Belmont report contain?

A

Beneficence, respect for persons, justice

62
Q

Protection of the participants well being.

A

Beneficence

63
Q

Treat individuals as capable of making decisions.

A

Respect for Persons (the Belmont report)

64
Q

Matter of fairness

A

Justice (the Belmont report)

65
Q

What does the Belmont report apply to?

A

Academic research, not private companies

66
Q

What are numbers used as a tool for?

A

Identifying and presenting information.

67
Q

What do numbers link?

A

The conceptual to the empirical

68
Q

What connects numbers to something?

A

Measurement

69
Q

What are the four levels of measurement? (In order)

A
  1. Nominal (lowest)
  2. Ordinal
  3. Interval
  4. Ratio
70
Q

The presence or absence of a certain characteristic. (Yes/no questions) (one or the other)

A

Nominal

71
Q

What is the only meaningful central tendency for nominal data?

A

Mode

72
Q

What are the central tendencies?

A

Mean, median, mode

73
Q

Categorical numbers that also represent rank order. (Please rank your favorite type of food from 5 to 1)

A

Ordinal

74
Q

When does mathematical zero does not exist?

A

Ordinal data

75
Q

Do the intervals between data indicate absolute or identical difference in ordinal data?

A

No

76
Q

What is/are the meaningful central tendencies in ordinal data?

A

Mode and median

77
Q

What must data options be on surveys?

A

Mutually exclusive and exhaustive

78
Q

Contains all properties or ordinal scales and the numbers can be mathematically interpreted (real numbers).

A

Interval

79
Q

What does interval data identify?

A

The exact difference between and among scores. (Categories are assumed to be separated by equal distances)

80
Q

What does mathematical zero mean in interval data?

A

It is acknowledged but no mathematical meaning. (Ex. 0 degrees does not mean no temp.)

81
Q

What is measured in interval data?

A

Psychological responses. (Opinions/emotion)

82
Q

What central tendencies can be used in interval data?

A

Mean, median, and mode.

83
Q

Contains all the properties of interval scales and zero is absolute, mathematically meaningful.

A

Ratio data

84
Q

What are the numbers in ratio data?

A

Mathematically accurate

85
Q

What is the most powerful data that naturally enables the use of all the meaningful statistical process for data analysis?

A

Ratio data

86
Q

What does the best type of data measurement depend on?

A

The research question

87
Q

Is the measurement scale measuring what it is supposed to measure?

A

Measurement validity

88
Q

Degree of internal consistency among similar items.

A

Internal reliability

89
Q

Indicates consistency over time. Use of the same scale two different times to the same respondents.

A

Test-retest reliability

90
Q

Indicates consistency over time. Splits the scale items in half and uses the first half first and the second half later to retest.

A

Split-half reliability

91
Q

All units (people or things) possessing the attributes and characteristics of interest.

A

Population

92
Q

Study of the entire target population

A

Census

93
Q

Subset of a population

A

Sample

94
Q

Extent to which conclusions developed from data collected from sample can be extended to its population.

A

Generalizability

95
Q

What do representative samples minimize?

A

Sampling errors and selection bias

96
Q

What is the only way representativeness can be assured?

A

Random sampling

97
Q

What do good samples have?

A

High generalizability

98
Q

When will the sampling error occur?

A

In every study using samples.

99
Q

Difference between statistic value from sampling procedure and true population parameter value.

A

Sampling error

100
Q

When can the sampling be almost as accurate as census?

A

When sampling errors are under control.

101
Q

Random sampling =?

A

Probability

102
Q

The probability to be selective as a part of sample group is known in?

A

Advance and equal

103
Q

When probability for selection is equal and known in advance, the selection becomes what?

A

Random

104
Q

Every possible sample within a population has equal and known chance of being selected.
Ex. Drawing a name out of a hat

A

Simple random sampling

105
Q

Random sample within predetermined subcategories.

Ex. If target population consists of 57% female and 43% male, then select samples of the female and male portions.

A

Stratified random sampling

106
Q

Each sampling strata is proportional to the actual population.

A

Proportional in stratified random sampling

107
Q

Each sampling strata is disproportional to the population and is based on the researcher’s purpose.
Ex. Randomly select 50% of tv watching and 50% of non-TV watching households as sampling strata to study the diff between them

A

Disproportional in stratified random sampling

108
Q

Multiple groups

A

Strata

109
Q

Clusters of population units are selected at random and all of randomly selected units in that cluster are selected as samples.

A

Cluster sampling

110
Q

When is cluster sampling useful?

A

When adequate sampling from which you can obtain the list of your samples are readily available.

111
Q

With the given sample size needed, figure out sampling interval (k) from a sample frame and randomly select starting point within the interval range, and select every kth number of samples for that point.
Ex. From a pop or 1000 ppl, you need 100 ppl. This k=10 (1000/10) =10

A

Systematic sampling

112
Q

What must you have to use systematic sampling?

A

An appropriate sampling list.

113
Q

It is a non random procedure in which the probability of being selected is not known beforehand.

A

Non probability sampling

114
Q

Relatively low sample representativeness that are selected based on a researcher’s convenience. Room for bias and sample error

A

Convenient sampling

115
Q

Researcher exerts an effort in selecting samples with specific purpose

A

Purposive sampling

116
Q

Predetermined quota of units is used to select samples from population segments based on researcher’s need (control characteristics).

A

Quota sampling

117
Q

When is quota sampling commonly used?

A

In personal interviews

118
Q

Number of people/units from whom you need to collect data.

A

Sample size.

119
Q

When is sample size determined

A

Prior to selecting the sample

120
Q

What can a large sample size decrease?

A

Sampling error

121
Q

What sampling size is the worst?

A

Small and non random

122
Q

States the expected relationship or difference between two or more variables.

A

Research hypothesis

123
Q

What is sufficient evidence obtained from?

A

The significance level

124
Q

What value is used as the significance level?

A

P value

125
Q

Probability of obtaining a certain result as a result of a sampling error.

A

P value

126
Q

Act of decision making based on the significance level.

A

Hypothesis testing

127
Q

The lower the p value gets, the better

A

Probability of having a solid result

128
Q

When is the predetermined significance level set?

A

For each statistical test before beginning research

129
Q

What does the predetermined p value indicate?

A

The level of error the researcher is willing to accept as statistically meaningful finding

130
Q

What level of p is generally accepted in social sciences?

A

.05 or lower

131
Q

When p is higher than .05, it means…

A

The evidence supporting the research hypothesis is not strong enough and not statistically significant. Null hypothesis stays

132
Q

When null hypothesis is rejected and the null is true. (Saying there’s something going on when, in fact, there isn’t. Set the acceptable p value too high)

A

Type 1 error

133
Q

When null hypothesis is not rejected when the null is false. (Saying there’s nothing going on when there is. P value is too low and too strict standards)

A

Type two error

134
Q

Why can p value by itself be misleading?

A

Because of sample size

Research Methods (3 decks)

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