Lecture Notes Research Chaper 1-9

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Dr. William Kritsonis Educational Research Lecture Notes

Chapter 1 – Introduction to Educational Research 1.

Writing daily observations, without interpretation, is an example of description research.

2.

Action research is typically conducted by administrators, teachers, counselors, and other   professionals to answer questions to specifically help them solve local problems.

3.

We should trust research findings after different researchers have found the same findings.

4.

Basic research is the development of a solid foundation of reliable knowledge.

5.

Deductive reasoning is the process of drawing a specific conclusion from a set of premises.

6.

The rule of parsimony is the idea that when selecting  between two different theories with equal explanatory value, one should select the theory that is the most simple, concise, and succinct.

7.

Research that is done to examine the findings of  someone else using the “same variables but different  people” is an example of replication research.

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8.

Empiricism is the idea that knowledge comes from experience.

9.

According to many authorities, the five key objectives of science include the following: exploration, description, explanation, prediction, influence.

10. A

researcher designs an experiment to test how variables interact to influence how well children learn spelling words. The primary purpose of the study is explanation.

11. There

is a set of churches in the U.S. where part of the service involves involves snake handling. The researcher researcher wants to find out why the people attending these churches do this and how they feel and think about it. The primary  purpose of the study is exploration.

12. 12. Char Charac acte teri risstics tics of good good theo theori ries es and and expl explan anat atio ions ns include the following: a) It is parsimoniou parsimoniouss b) It is testabl testablee c) It is general general enough enough to apply to more more than one one place, situation, or person

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13. Basic as assumptions of of sc science in includi uding the the following: a) Science Science cannot provide provide answers answers to all questions b)It is possible to distinguish between more and less plausible claims c) Researchers Researchers should should follow certain certain agreed upon upon norms and practices  Note: Science is not best at solving value conflicts, such as whether abortion is immoral. research is focused on collecting information to help a researcher advance an ideological or political position.

14. Orientational

15.

The inductive “scientific method” involves observation, data collection, looking for patterns, and theoretical constructs.

16. The

rationalism approach to knowledge generation uses reasoning skills as the primary source.

17. The

deductive method is a scientific method that is a top-down or confirmatory approach to research.

18. The

inductive method is a scientific method that is a  bottom-up or generative approach to research.

4 19. The

deductive method focuses on testing hypotheses developed by theories.

20. The

inductive method often focuses on generating new hypotheses and theories.

21. a)  b) c)

The fo following st statements ar are tr true of of a theory ory: It most simply means “explanation” It answers the “how” and “why” questions It can be a well developed explanatory system

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Dr. William Kritsonis Educational Research Lecture Notes Chapter 2 – Quantitative, Qualitative, Mixed Research 1.

Mixed research is based on the pragmatic view of  reality.

2.

Qualitative research is least concerned about generalizing its findings.

3.

Quantitative research attempts to confirm the researcher’s hypotheses.

4.

A variable is a condition or characteristics that can take on different values or categories.

5.

An independent variable is presumed to cause a change in another variable.

6.

Common characteristics of experimental research include the following: a) it relies primarily primarily on the collection collection of numerical numerical data  b) it can produce important important knowledge knowledge about cause cause and effect c) it uses the the deductive deductive scientific scientific method method  Note: Experimental research is rarely conducted in a controlled setting or environment.

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7.

Qualitative research is often exploratory. Common characteristics of qualitative research include the following: a) it relies on the collection collection of non-numeri non-numerical cal data such as words and pictures b)it is used to generate hypotheses and develop theory about phenomena in the world c) it uses the inducti inductive ve scientific scientific method method

 Note: Qualitative research typically is not used when a great deal is already known about the topic of interest.

8.

Experimental research provides the strongest evidence about the existence of cause-and-effect relationships.

9.

Manipulation of the independent variable is the key defining characteristic of experimental research.

10. In

causal-comparative and correlation research, random assignment to groups is never possible and the researcher cannot manipulate the independent variable. of the independent variable is the defining characteristics of experimental research.

11. Manipulation

12. A

positive correlation is present when two variables move in the same direction.

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method research uses the qualitative  paradigm for one phase and the quantitative paradigm for another phase.

13. Mixed

model research uses both qualitative and quantitative research within a stage or across two of  the stages in the research process.

14. Mixed

research is done to understand an event from the past.

15. Historical

research occurs when the researcher  manipulates the independent variable.

16. Experimental

17. The following includes examples of quantitative variables: a) age, temperature temperature,, income, height height b)grade point average, anxiety level, reading performance  Note: Remember, gender, religion, ethnic group are not quantitative variables 18. A

constant is the opposite of a variable.

research is the type of nonexperimental research in which the primary independent variable of interest is categorical.

19. Causal-comparative

20. Religion

variable.

can best be described as a categorical

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21. In

research, something that does not “vary” is called a constant.

22. When

interpreting a correlation coefficient expressing the relationship between two variables, it is very important to avoid jumping to the conclusion of  causality.

23. A

researcher studies achievement by children in  poorly funded elementary schools. She/he develops develops a model that supports parent involvement as an important variable. She/he believes that parent involvement has an impact on children by increasing their motivation to do school work. In the model, greater parent involvement leads to higher student motivation, which in turn creates higher student achievement.

Student motivation is what kind of variable in this study? Answer: Mediating or intervening variable. 24. The

strongest evidence for causality comes from the experimental research method.

25. Which correlation is the strongest? a) +10 b) -.95 c) +.90 Answer d) -1.00

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Dr. William Kritsonis Educational Research Lecture Notes Chapter 3 – Developing Research Questions and Proposal Preparation 1.

A good qualitative problem statement conveys a sense of emerging design.

2.

The “tool” function of theory is to suggest new relationships and make new predictions.

3.

The statement of purpose in a research study should identify the intent or objective of the study.

4.

Why is the statement “What are the effects of  extracurricular activities on cognitive development of  school age children” not a good statement of a quantitative research question?

Answer: Because the statement was not specific enough to provide an understanding of the variables being investigated. 5. A qualitative research question asks a question about some process, or phenomenon to be explored; is generally an open-ended question.

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6. In developing developing a research research idea, the following following flowchart flowchart is recommended: Research topic, research problem, research purpose, research question, hypothesis. 7.

It is essential to evaluate the quality q uality of internet resources because information obtained via the internet ranges from very poor to very good.

8. Steps included included in planning planning a research research study include include the following: a) Identifying Identifying a researchable researchable problem problem b) A review of current current research research c) Developing Developing a research research plan  Note: Conducting a meta-analysis of the research r esearch is not included in planning a research study. 9. Sources Sources of researchable researchable problems problems can can include: a) Researchers Researchers’’ own experiences experiences b)Practical issues that require solutions c) Theory Theory and past researc research h

10. A

key characteristic of past research that guides researchers in new research questions is that studies typically generate more research questions than they answer.

11. Making

predictions is a function of theory.

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12. A re review of of th the li literature ure pr prior to to fo formulating research questions allows the researcher to do the following: a) To become familiar familiar with prior prior research research on the phenomenon of interest b)To identify potential methodological problems in the research area c) To develop develop a list of pertinent pertinent problems problems relative relative to the phenomenon of interest 13. Sometimes

a comprehensive review of the literature  prior to data collection is not recommended by grounded theorists.

14. Issues ues of values and moral rality such as the correctness of having prayer in schools can’t be empirically research. 15. The fol following are databases conta ntainin ning information to be used during the literature review: a) ERIC b) PsychINFO c) SocioFILE 16. Computer

database searches can be done with a computer with CD-Rom drive, at the library, and online.

17. The fe feasibility of a re research st study sh should be be considered in light of the following: a) Cost and time required required to conduct conduct the study b)Skills required of the researcher c) Potential Potential ethical ethical concerns concerns

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18. A fo forma rmal st statement of of th the re research qu question or  or  “purpose of research study” generally is made after the literature review and will help guide the research  process. 19. The

following qualitative research purpose statement is well stated:

The focus of the present study was to explore distressing and nurturing encounters of patients with caregivers and to ascertain the meanings that are engendered by such encounters. The study study was conducted on one of the surgical units and the obstetrical/gynecological unit of a 374-bed community hospital. 20. Whic hich of of the the following qu quanti ntitative re research questions is superior? a) “What is the the effect of participa participation tion in various various extracurricular activities on academic  performance?” b)“What effect does playing high school football have on students’ overall grade point average during the football season?”

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21. 21. A stat statem emen entt of the the qua quant ntit itat ativ ivee rese resear arch ch ques questtion ion should include the following: a) Extend the statement of purpose by specifying exactly the question(s) the research will address b)Help the research in selecting appropriate participants, research methods, measures, and materials c) Specify Specify the variables variables of interest interest 22. The

research participants are described in detail in the method section of the research plan.

23. Research

hypotheses are statements of predicted relationships between variables. Research hypotheses are stated such that they can be confirmed or refuted.

24. Hypotheses

in qualitative research studies usually are often generated as the data are collected, interpreted, and analyzed.

25. A research rch plan sho shou uld be be detailed, giv given to others for review and comments, and sets out the rationale for a research study.

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26. 26. The The Meth Method od sect sectiion of the the rese resear arch ch plan plan typi typiccally ally specifies the following: a) The research research participan participants ts b)The apparatus, instruments, and materials for the research study c) The planned planned research research proced procedures ures 27. The In Introduc duction se section of of th the re research pl plan supplies the following information: a) Gives an overview overview of the prior relevant relevant studies studies b)Contains a statement of the purpose of the study c) Concludes Concludes with a statement statement of the research research questions and, for quantitative research, it includes the research hypothesis 28. The fo following are are sour ources fo for re research id ideas: a) Ever Everyd yday ay life life b) Prac Practi tica call issu issues es c) Pa Past re research d) Th Theory

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Dr. William Kritsonis Educational Research Lecture Notes Chapter 4 – Research Ethics 1. Ethics is is the set of principles principles and guidelines guidelines that that help us to uphold the things we value. 2.

A description of the purpose of the research is necessary in obtaining informed consent.

3. When doing doing research, research, the following following need need to be obtained: a) Informed Informed consent consent form the parent or guardian guardian b)Consent from the child if he or she is capable 4. If there is deception deception in a study, study, the participants participants may may need to be debriefed. The use of deception must be outweighed by other benefits of the study. 5.

Having full anonymity rather than just confidentiality cannot be done in qualitative studies conducted in the field.

6.

Utilitarianism is the primary approach that is used by the Institutional Review Board to assess the ethical acceptability of a research study.

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7. Deontologica Deontologicall approaches emphasiz emphasizee that ethical issues should be judged on the basis of some universal code. 8.

9.

Telling participants they must continue until the study has been completed is not an ethnical guideline for conducting research with humans. Ethical skepticism emphasizes research ethics should  be a matter of the individual’s conscience.

means that the participant’s identity, although known to the researcher, is not revealed to anyone outside of the researcher and his or her staff.

10. Confidentiality

and creating fraudulent data is dishonest. Misrepresenting data can be difficult to detect. Breaking confidentiality should be avoided.

11. Misrepresenting

12. Ideally,

the research participant’s identity is not known to the researcher. This is called: Anonymity.

13. Utilitarianism is is th the pri prim mary ap appro proach us used by by the federal government and most professional organizations. is when the participants are not revealed to any one but the researcher and staff.

14. Confidentiality

15. Research

participants must give informed consent  before they can participate in a study.

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16. 16. Ther Theree are thre threee bas basic appr approa oach ches es that that peop people le tend tend to adopt when considering ethical issues in research. These include the following: Eth hical ical skept keptic iciism b) Deon Deonto tollogy ogy a) Et c)Utilitarianism is the term that refers to a post-study interview in which all aspects of the study are revealed, reasons for the use of deception are given, and the participant’s questions are answered.

17. Debriefing

ethics are a set of principles to guide and assist researchers in deciding which goals are most important and in reconciling conflicting values when conducting research.

18. Research

19. IRB

is an acronym for Institutional Review Board.

20. When hen it it is is ne necessary to en engage in in a good ood am amoun ount of deception to conduct a scientifically valid study, the researcher should consider the following: a) Debrie Debriefin fing g b) Dehoaxi Dehoaxing ng c) Desens Desensiti itizin zing g publication is the act of publishing the same data and results in more than one journal or   publication.

21. Duplicate

22. Concerning

“authorship” in educational research, intellectual ownership is predominantly a function of  creative contribution.

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publication refers to publishing several articles from the data collected in one large study.

23. Partial

24. According

to the American Education Research Association (AERA), participant’s submitting manuscripts for publication have the freedom to withdraw.

Dr. William Kritsonis Educational Research Lecture Notes

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Chapter 5 – Standardized Measurement and Assessment 1. Assumptions Assumptions underlying underlying testing testing and measurement measurement include the following: a) Various Various approaches approaches to measure aspects aspects of the same thing can be useful b)Present-day behavior predicts future behavior. c) Testing Testing and assessment assessment benefit benefit society society  Note: Error is always present in the measurement  process. 2.

Systematic effort is associated with validity.

Concurrent evidence is a type of criterion-related validity. Predictive evidence is a type of criterion-related validity. 3.

4.

If a test measures a single construct then the items should correlate with the total score.

5.

Professor Kritsonis develops a test of emotional intelligence. Convergent and discriminant evidence occurs when the test correlates highly with another

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test of emotional intelligence and is uncorrelated with self-efficacy. 6.

An ordinal scale is used to rank order people, objects, or characteristics.

7.

A nominal scale is the simplest form of measurement.

8.

Aptitude tests focus on information acquired through the informal learning that goes on in life.

9.

A test accurately indicates participants’ scores on a future criterion used to indicate high-school GPA scores. This test would clearly clearly have predictive validity.

10. If

a softball coach calculates batting average, he or she would use a ratio scale.

11. Most

of the outcome/dependent variable characteristics and attributes measured in educational research probably exist at the ordinal level of  measurement. enduring for months or years is most clearly an example of a psychological trait.

12. Anxiety

13. 13.

The The foll follow owin ing g are are exam exampl ples es of Inte Intell llig igen ence ce Test Testss: a) Wechsler Wechsler Scales Scales b)Stanford-Binet

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c) Slos Slosso son n

14. Reliability is simply known as consistency or stability. 15.

An ordinal scale is a rank-order scale of  measurement.

16.

The following are types of reliability measures: a) Test-re Test-retes testt b)Content c) Internal Internal consistency consistency

 Note: Split-half is not a type of reliability.

17.

The measure of consistency of test scores over time describes test-retest reliability.

18.

Test-retest reliability refers to the consistency of  test scores over time.

19.

Criterion-related validity refers to a judgment of  the extent to which scores from a test can be used to infer, or predict, the examinees’ performance in some activity.

20.

The following is the correct order of the four levels of  measurement: Nominal – Ordinal – Interval – Ratio

21.

Validation is the process of gathering evidence supporting inferences based test scores.

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22.

In evaluating tests and assessments, “reliability” refers to the consistency of results.

23.

Validity of a test designed to measure a construct such as self-esteem is best described as follows: Scores from the test have a relatively strong and positive correlation with other tests of the same construct (i.e., with other measures of self-esteem) but much lower correlations with tests of different constructs.

24.

Equivalent forms of reliability refers to the consistency of a group of individuals’ scores on two equivalent forms of a test designed to measure the same characteristic.

25.

Achievement tests are designed to measure the degree of learning that has taken place after a person has been exposed to a specific learning experience.

26.

Content validity evidence refers to how well the  particular sample of behaviors used to measure a characteristic reflects the entire domain of behaviors that constitutes that characteristic. Dr. William Kritsonis Educational Research Lecture Notes

Chapter 6 – Methods of Data Collection

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1. A rating scale scale should should have somewher somewheree from 4 to 11  points. 2.

What is the problem(s) with this set of response categories to the question “What is your current age?” 1-5 5-10 10-20 20-30 30-04 (Both 1-5 and 5-10 are problems)

3.

In educational research, we should mix methods in a way that provides complementary strengths and nonoverlapping weaknesses. This is known as the  fundamental principle of mixed of  mixed research.

4. Questionnaire Questionnairess can address events events and characteristi characteristics cs taking place as follows: a) In the past (retrospective (retrospective questions) questions) b)In the present (current time questions c) In the future (prospective questions) 5. The following following are principl principles es of questionnai questionnaire re construction: a) Consider Consider using multiple multiple methods when measuring abstract constructs b)Use multiple items to measure abstract constructs c) Avoid double-b double-barrel arreled ed questions questions

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6. The following following are methods methods of data data collectio collection: n: a) Qu Ques esti tion onna nair ires es b) Inte Intervi rview ewss c) Ob Obse serva rvati tion onss  Note: Experiments are not a method of data collection. 7. Secondary/ex Secondary/existing isting data data may include the following: following: a) Official Official documents documents b) Personal Personal documents documents c) Archived Archived research research data 8.

An item that directs participants to different follow-up questions depending on their response is called a contingency question.

9.

Secondary data refers originally collected at an earlier  time by a different person for a different purpose.

10. Researchers

use both open-ended and closed-ended questions to collect data. Open-ended questions provide qualitative data in the participant’s own words.

11. Open-ended

questions provide primarily qualitative

data. 12. Concerning

observations, it is often not possible to determine exactly why the people behave as they do.

13. Qualitative

observation is usually done for exploratory  purposes. It is also called naturalistic observation.

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14. When When const construc ructin ting g a ques questio tionna nnaire ire it is impo importa rtant nt to to do each of the following: a) Use natural language language b)Understand your research participants c) Pilot your your test test question questionnaire naire  Note: Do not use “leading” or “loaded” questions. 15. Another

name for a Likert Scale is a summated rating

scale.

16. The six major major meth methods ods of data data coll collect ection ion that that are used used  by educational researchers include the following: a) Observ Observati ation on b)Interviews c) Que Questi stionn onnair aires es Note: Checklists are not one of the six major methods. 17. The

interview guide approach is when the specific topics are decided in advance but the sequence and wording can be modified during the interview.

18. The followi following ng are are majo majorr meth methods ods of data data collec collection tion:: a) Questionnai Questionnaires res b)Interviews c) Sec Second ondary ary data data d)Focus groups

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question during an interview such as “Why do you feel that way?” is known as a probe.

20. A census census taker taker often often colle collects cts data data throu through gh inter intervie views. ws. 21. A

researcher becomes a complete participant when they place themselves (as a member) in the group g roup that is  being studied.

22. The followi following ng are are majo majorr meth methods ods of data data collec collection tion:: a) Questionnai Questionnaires res b)Focus groups c) Sec Second ondary ary data data  Note: The correlation method is not a major method of  data collection. 23. The

informal conversational interview allows the questions to emerge from the immediate context or  course of things.

24. When

conducting an interview, asking “Anything else? What do you mean?, Why do you feel that way?,” etc, are all forms of probes.

25. Avoid

using multiple items to measure a single construct when constructing a questionnaire.

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Dr. William Kritsonis Educational Research Lecture Notes Chapter 7 - Sampling

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1.

When each member of a population has an equally likely chance of being selected, this is called an equal probability selection method.

2.

A tech techni niqu quee for for yiel yieldi ding ng a simp simple le rand random om samp sample le requires numbering all the elements of a sampling frame and then using a random number table to pick cases from the table.

3. The following are true about out stratified rand rando om sampling: a) It involves a random selection process from identified subgroups. b)Di b) Disp spro ropo port rtio iona nall stra strati tifi fied ed rand random om samp sampli ling ng is especially helpful for getting large enough subgro subgroups ups sample sampless when when subgro subgroup up compar compariso isons ns are to be done c) Propor Proportio tional nal stratif stratified ied random random sampli sampling ng yields yields a representative sample  Note: Proportions of groups in the sample that always match their population proportions is not a true representation of stratified sampling.

4.

The more categories or breakdowns you want to make in your data analysis, the larger the sample needed.

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5.

To dete determ rmin inee how how many many peop people le to incl includ udee in the the original sampling, use the de dessired ired sam sample ple size/proportion likely to respond.

6.

EPSEM is an equal probability selection method. By using this method, every individual in the  population has an equal chance of being selected.

The follow following ing EPSEM are are exam exampl ples es of the the equa equall   probability selection method: a) Simple Simple random sampli sampling ng b) Systematic Systematic sampling sampling c) Proportional Proportional stratifi stratified ed sampling sampling d) Cluster sampling using the PPS (Probability proportional to size) technique 7. The following following are forms forms of nonrandom nonrandom samplin sampling: g: a) Snowball Snowball sampling sampling b) Convenience Convenience sampling sampling c) Quota Quota samp samplin ling g d) Purposive Purposive sampling sampling 8.

A large sample based on a simple random sampling will will give give a more more “acc “accur urat ate” e” repr repres esen enta tati tion on of the the  population from which a sample has been taken.

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9.

Sampling in qualitative research is similar purposive sampling in quantitative research.

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sampling would generally require the largest sample size.

10. Cluster

11. The

Census Bureau takes a complete population count every ten years. sampling is a method used when people are available, volunteer, or can be easily recruited.

12. Convenience

sampling involves the researcher determining the appropriate sample sizes for the groups identified as impo import rtan ant, t, and and then then taki taking ng conve conveni nien ence ce samp sample less from those groups.

13. Quota

sampli sampling ng is used in qualitative research that involves selecting cases that disconfirm the researcher’s expectations and generalizations.

14. Negati Negative-c ve-case ase

15. How

many participants will be needed for a research study with a population of 120,000? Answer: 384

16. In

using the Snow Snowba ball ll nonr nonran ando dom m samp sampli ling ng technique, the researcher asks the research   par parti tici cipa pant ntss to ident dentif ify y othe otherr pote potent ntia iall resea esearc rch h  participants.

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stratified sampling is one of the most efficient random sampling techniques.

17. Proportional

18. If

we took 500 people attending a school in Houston, divi divide ded d them them by gend gender er and then then took took a rand random om sample ple of males and a ran random sampling of the females, the variables on which we would divide the  population is called the stratification variable.

19. A

parameter is a number calculated with complete data and quantifies a characteristic of the population.

with replacement is a type of sampling in which each member of the population selected for the sample is returned to the population before the next member is selected.

20. Sampling

The 21. The

follow following ing are are exampl examples es of rando random m sampl samplin ing g techniques: a) Convenience Convenience sampling sampling b)Quota sampling c) Purpos Purposive ive samplin sampling g

 Note: Cluster sampling is a nonrandom sampling. random sampling would usually require the smallest sample size because of its efficiency.

22. Simple

23. The

Probability proportional to size or PPS is a tech techni nique que used used when when sele select ctin ing g clus cluste ters rs of diff differ eren entt sizes.

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is the process of drawing a sample from a  population.

24. Sampling

25. It

is recommended to use the whole population rather  than a sample when the population size is 100 or less.

26.

The fo following are are random sampling te technique: ue: a) Purposive Purposive samplin sampling g b)Quota sampling c) Convenience Convenience sampling sampling

  Not Note: e: Clus Cluste terr samp sampli ling ng is a nonr nonran ando dom m samp sampli ling ng technique. sampling is the best way to select a group of    people for a study if the researcher is interested in making statements about the larger population.

27. Random

28. A

sample is a set of elements taken from a larger   population according to certain rules.

29. Determining the sample interval (represented by k), rand random omly ly sele select ctin ing g a numb number er betw betwee een n 1 and and k, and and including each k th fo r  th element in the sample are the steps for  systematic sampling. 30. Purposive Purposive sampling sampling is a technique that involves selecting a convenience sample from a population with a specific set of characteristics for the research study.

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Dr. William Kritsonis Educational Research Lecture Notes Chapter 8 – Validity of Research Results

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1.

When an extraneous variable systematically varies with the independent variable and influences the dependent variable it is called a confounding variable.

2. A statistica statisticall relation relation of X and Y is insufficie insufficient nt evidence for inferring causality. 3.

A school district examines a program that uses mentors to help very poor readers improve their  reading performance. The children in the  program are at the 4th percentile at pretest. At  posttest they are around the 20th percentile. While it is possible that the program made the difference, another reason for the change in scores could be regression artifact.

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4.

A group of researchers do a study where children from particular classrooms are assigned to treatment or control conditions. After the study, the researcher finds out that the students in the control group are higher achievers than those in the experimental group. He/she found not treatment effect. The failure to find an effect may be due to a differential selection effect.

5.

A researcher examines a program looking at the effects of mentoring on poor readers’ reading achievement. He/she looks at two different schools. One serves as the control and the other  experimental group. Both schools had reading achievement that was around the 50th percentile. During the time that the mentoring program is in  place in the experimental group, a statewide reading initiative is started in randomly selected schools. The experimental, experimental, but not the control school is involved in the initiative. At the end of  the year, the experimental group does better than the control. From the information presented here, a likely threat to the internal validity of the study is selection-history effect.

6.

Internal validity refers to the degree to which the researcher can infer that the relationship  between two variables is causal.

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7.

Statistical conclusion validity refers to the ability to infer that the independent and dependent variables are related and that the measured strength of the relationship is accurate.

8.

An extraneous variable that systematically varies with the independent variable and also influences the dependent variable is known as a confounding variable or third variable.

9.

Investigator triangulation is the use of multiple observers to allow cross-checking of observations to make sure that the investigators agree with what took place. verbatim is the lowest inference descriptor of  all because it uses the participant’s own words.

10. A

refers to physical or mental changes that may occur within individuals over time, such as aging, learning, boredom, hunger, and fatigue.

11. Maturation

validity refers to the extent to which the results of a study can be generalized across time.

12. External

validity accurately portrays the meanings given by the participants to what is  being studied.

13. Interpretive

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is a strategy where the researcher  actively engages in critical self-reflection about his or her potential biases and predispositions.

14. Reflexivity

15. 15. The following are considered criteria for  inferring causality: a) Evidence Evidence that the independen independentt and dependent variables are related b)Evidence that the relationship between the variables being investigated is not due to a confounding extraneous variable c) Evidence Evidence that changes changes in variabl variablee A occur before changes in variable B triangulation is the use of multiple data sources to help understand a phenomenon that is used to promote qualitative research validity.

16. Data

effect may happen when different comparison groups experience a different history event.

17. Selection-history

variable is another term that refers to a confounding extraneous variable.

18. Third

refers to any systematic change that occurs over time in the way in which the dependent variable is assessed.

19. Instrumentation

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validity describes the ability to generalize from the sample of individuals on which a study was conducted to the larger target  population of individuals and across different subpopulations within the larger target  population.

20. Population

21. 21. The following st strategies ar are us used to to pr promo omote qualitative research validity: a) Peer Peer re revie view w b) Theory Theory triangulation triangulation c) Extend Extended ed fieldwor fieldwork  k   Note: Random assignment is not a strategy used to promote qualitative research validity. operationalism is the use of several measures of a construct.

22. Multiple

is a physical or mental change that occurs in participants over time that affects their   performance on the dependent variable.

23. Maturation

generally occurs in research where some participants do not complete the study.

24. Attrition

attrition occurs when the people dropping out from one group are different from the others in their group or from the people in the comparison group.

25. Differential

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validity refers to the ability to infer that a casual relationship exists between 2 variables.

26. Internal

triangulation is a strategy used to  promote qualitative research validity that uses multiple research methods to study a  phenomenon.

27. Methods

validity refers to the factual accuracy of an account as reported by the researcher.

28. Descriptive

29. Three

threats to internal validity include the following: a) Matura Maturatio tion n b)Instrumentation c) Hist Histor ory y

 Note: Temporal change is not a threat to internal validity. validity refers to the ability to generalize the results of a study across settings.

30. Ecological

error is not a direct threat to the internal validity of a research design.

31. Sampling

 Note: Direct threats to the internal validity of a research design include history, testing, and differential selection.

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refers to the alteration in performance due to being aware that one is participating in a study.

32. Reactivity

logic is the idea that the more times a research finding is shown with different sets of   people, the more confidence we can place in the findings and in generalizing beyond the original  participants.

33. Replication

Dr. William Kritsonis Educational Research Lecture Notes Chapter 9 – Experimental Research

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1. Analysis Analysis of covariance covariance is a statistical statistical technique technique that can  be used to help equate groups on specific variables. 2.

3.

To determine whether noise affects the ability to solve math problems, a researcher has one group solve math  problems in a quiet room and another group solve math  problems in a noisy room. The group solving problems in the noisy room completes 15 problems in one hour  and the group solving problems in the quiet room completes 22 problems in one hour. In this experiment, the independent variable is the noise level in the room and the dependent variable is the number of problems solved. The posttest-only design with nonequivalent groups is likely to control historical threats to internal validity.

 Note: Differential selection, additive and interactive effects, and differential attrition will not control threats to internal validity. 4.

5.

When all participants receive all treatment conditions, the study is susceptible to order effects and carryover effects.

A researcher is interested in the effects of a preschool  program on later school performance. Because the researcher is concerned that socio-economic-status (SES) is a potential variable in the study, the researcher picks

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children to study who are only from low SES homes. The control technique used in this study is matching. 6.

An interaction effect is described as follows: The effect of one independent variable (on a DV) depends on the level of another independent variable.

7.

Analysis of covariance refers to a statistical method that can be used to statically equate groups on a pretest or  some other variable.

8. Random techniq technique ue is not a way to manipulate manipulate an independent variable. 9.

The pretest-posttest control group design permits a comparison of pretest scores to determine the initial equivalence of groups on the pretest before the treatment variable is introduced into the research setting. is chosen to control for such things as order and carryover effects.

10. Counterbalancing

11. The

group that receives the experimental treatment condition is the experimental group.

12. The

random assignment technique is available to the researcher to control both known and unknown variables.

43 13. The

group that does not receive the experimental treatment condition is the control group.

14. There are a number of ways in which confounding extraneous variables can be controlled. Random assignment is the best technique for controlling confounding extraneous variables. 15. It is best to use a list of random numbers or a computer randomization program for randomly assigning participants to groups in an experimental study. 16. The following are related to counterbalancing: a) Carryover effect b) Order effect c) Sequencing effects 17. A cell is a combination of two or more independent variables in a factorial design. 18. The posttest-only control-group design and pretestposttest control-group design do an excellent job of  controlling for rival hypotheses that threatened the internal validity of an experiment.

19. Manipulating the independent variable by varying the type on the independent variable that is presented to the

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different comparison group is known as the type technique. 20. The order effect occurs from the order in which the treatment conditions are administered. 21. The following describes this method of manipulating the independent variable in an educational experiment: a) An independent variable is manipulated using the presence or absence technique b) The researchers varies the amount of the independent variable that is administered c) The researcher varies the type of the independent variable 22. Randomly assigning research participants to groups is the best method for controlling confounding extraneous variables. 23. In an experimental research study, the primary goal is to isolate and identify the effect produced by the independent variable. 24. Repeated measures design is one where all participants  participate in all experimental treatment conditions.

25. Factorial design is one in which two or more independent variables are simultaneously studied to

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determine their independent and interactive effects on the dependent variable.

26. Posttest-only design with nonequivalent groups occurs when one group of research participants is administered a treatment and is then compared, on the dependent variable, with another group of research  participants who did not receive the experimental treatment. 27. Main effect refers to the influence of a single independent variable. 28. Carryover effect occurs when performance in one treatment condition is influenced by participation in a prior  treatment condition. 29. The following are possible in a factorial design with two independent variables: a) There is only one main effect eff ect present b) There are two main effects present c) There are two main effects and an interaction effect present 30. Factorial design based on a mixed model is where different participants are randomly assigned to the levels of  one independent variable but participants take all levels on another independent variable.

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