GRM 697
Text:
Exploring Research
8th Edition, 2012
ISBN-13: 9780205093816
Author(s):
Neil J. Salkind
Publisher:
Pearson
925 North Spurgeon Street, Santa Ana, CA 92701
Phone: 714-547-9625 Fax: 714-547-5777
www.calcoast.edu
12/14
Final Examination
The Research Process
All rights reserved. No part of this may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording or by any information storage and retrieval system without written
permission, except for the inclusion of brief quotation in review.
Copyright © 2014 by California Coast University
GRM697 The Research Process
Final Examination
Multiple Choice Questions (Enter your answers on the enclosed answer sheet)
1. Which of the following is true of the scientific method of inquiry?
a. complete once the hypothesis has been tested
b. will vary depending on the specific research question
c. systematic process that is used to answer questions
d. different in basic research than in applied research
2. In true experimental designs, what does research attempt to isolate and control?
a. factors not tested that could be responsible for any effects except the ones being
tested
b. statistics that are used to interpret the results
c. laboratory conditions to maximize the validity of the experiment
d. answers of the people in the study
3. What is the major difference between applied and basic research?
a. basic research takes longer to complete
b. applied research is less important
c. basic research is more traditional
d. basic research has no immediate application
4. What is another term for basic research?
a. real research
b. pure research
c. applied research
d. baseline research
5. How many steps are included in the research process?
a. 4
b. 6
c. 8
d. 9
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GRM697 The Research Process
Final Examination
6. What is the most important step in the research process?
a. testing the hypothesis
b. data collection
c. formulating the hypothesis
d. asking the question
7. Samantha is interested in studying the relationship between gender differences and verbal
ability. This is an example of what type of research?
a. descriptive
b. quasi-experimental
c. correlational
d. gender research
8. Ann divides her classes into two groups—a treatment group and a non-treatment group—to
test whether her new method of teaching subtraction is better than her old method. This is an
example of what type of research?
a. historical
b. quasi-experimental
c. correlational
d. experimental research
9. The scientific method is described in the textbook as _____________.
a. restricted to use in correlational research
b. having no immediate application at the time research is completed
c. a standard sequence of steps in formulating and answering a question
d. the study of phenomena within the social and cultural context in which they occur
10. What does a good research question usually pursue?
a. a small part of a broad topic
b. a topic unrelated to any other topics
c. the same thing as the null hypothesis
d. a broad topic
11. Which of the following best describes independent variables?
a. not manipulated by the experimenter
b. manipulated to assess the effect of the treatment
c. unrelated to the treatment
d. not necessary
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GRM697 The Research Process
Final Examination
12. Sampling allows researchers to overcome the problem of which of the following?
a. overcrowded laboratories
b. biased subject response
c. not having access to the whole population
d. not having access to the proper statistical methods
13. If you read that a study’s finding was significant at the p < .05 level, you could conclude
that there is a less than 5% probability that ______________.
a. the results will translate to real world situations
b. most researchers in that area would consider the finding to have clinical meaning
c. the researchers used unreliable measures
d. the results were due to chance
14. There will be no relationship between children’s time in day care and later academic
achievement. This is an example of which of the following?
a. a research hypothesis
b. a factorial design
c. a correlational hypothesis
d. a null hypothesis
15. A research hypothesis _______________.
a. represents an equality
b. is represented by Roman symbols
c. is tested indirectly
d. is implicit
16. In testing whether riding a bicycle at least 30 minutes each day reduces weight, what would
be the independent variable?
a. the person’s age
b. amount of time bicycling each day
c. the person’s weight
d. the person’s diet
17. Once information is collected, what is the first step in writing a literature review?
a. create a unified theme for the review
b. build bridges between different areas in the review
c. work from an outline
d. read other literature reviews
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GRM697 The Research Process
Final Examination
18. Which is NOT a hint to help you write your literature review?
a. create a unified theme
b. use a system to organize your materials
c. make sure it is testable
d. work from an outline
19. A well-written hypothesis _____________.
a. creates a unified theme
b. reflects a theory or body of literature upon which it is based
c. searches through secondary sources
d. uses participants in the study who have been used in similar studies
20. What does the ethical principle of “sharing benefits” mean?
a. all participants in the same study should receive an equal share of the benefits or
subject payments
b. all those who belong to the population being studied will share equally from the
benefits the study produces
c. the results of studies must be shared with the public so society may benefit from the
increased knowledge
d. all groups involved in a study should eventually be given an opportunity to receive any
treatments that were found to be effective in the study
21. The Tuskegee Syphilis Study is often used as an example of a ____________.
a. groundbreaking study using Facebook
b. study that did not take into account ethical considerations
c. study guided by the ethical guidelines of the American Medical Association (AMA)
d. study that breached confidentiality of participants
22. Which is NOT a component of informed consent?
a. the purpose of the research
b. who you are
c. how the participant can get a copy of the records
d. a computer simulation of the data
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GRM697 The Research Process
Final Examination
23. Which of the following information should be provided in an informed consent form for any
study involving human participants?
a. the findings of the study
b. the number of participants the study plans to use
c. the procedures involved in the study
d. the names of other participants
24. Sally selects classrooms of first graders to study the effects of teaching styles on math
achievement. This is an example of _______________.
a. stratified random sampling
b. cluster sampling
c. proportional sampling
d. sampling error
25. Susan calls every 10th name in the student phone book to ask them to participate in her
study. This is an example of _______________ sampling.
a. simple random
b. systematic
c. convenience
d. quota
26. Sampling error can be defined by which of the following statements?
a. increased by increasing sample size
b. larger as the diversity of sample values becomes smaller
c. can be minimized by using simple random sampling
d. becomes equal to zero over many samples
27. Which of the following statements is true with respect to sample size?
a. use small samples when mailing questionnaires
b. the greater the number of subgroups of interest to the study, the larger the sample
c. more subjects are always better
d. large samples increase sampling error
28. Which of these statements is true regarding cluster sampling?
a. one example of a nonprobability sampling method
b. individuals grouped together based on cluster of profile characteristics
c. minimizes the risk of bias due to a heterogeneous population
d. a great time-saver compared to simple random sampling
9
GRM697 The Research Process
Final Examination
29. When might you need a larger sample to represent the population?
a. the amount of variability within groups is small
b. the difference between the two groups is small
c. the difference between the two groups is great
d. both a and c
30. David asks the first 10 freshmen he sees on campus a series of questions. This is an
example of a ____________ sampling technique.
a. quota
b. simple random
c. convenience
d. proportional stratified
31. Which of the following statements is false?
a. Validity refers to the results of a test not the test itself.
b. Validity progresses from low to high degrees rather than all or none.
c. A test can lack validity and still be a reliable measure.
d. A test can lack reliability and still be a valid measure.
32. What levels of measurement define most variables in behavioral and social science research?
a. interval and ratio
b. nominal and ordinal
c. nominal and ratio
d. nominal and interval
33. Which one of the following is NOT an important criterion for increasing reliability?
a. eliminate unclear test items
b. standardize the environmental conditions in which the test is given
c. moderate the ease and difficulty of the test
d. use subjective scoring procedures
34. Which of the following is an example of method error?
a. subject fatigue
b. unclear instructions
c. lack of motivation
d. bias in grading
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GRM697 The Research Process
Final Examination
35. Which is the least frequently established form of reliability?
a. inter-rater
b. internal consistency
c. test-retest
d. parallel
36. What are the two types of criterion validity?
a. content and construct validity
b. content and parallel validity
c. predictive and parallel validity
d. concurrent and predictive validity
37. Dr. Brown finds that results from different methods used to assess the same trait are highly
correlated and results from different methods used to assess different traits are not
significantly correlated. These results demonstrate which two types of validity respectively?
a. predictive and concurrent
b. concurrent and predictive
c. discriminant and convergent
d. convergent and discriminant
38. A test that measures knowledge of a specific topic is considered what type of test?
a. achievement test
b. attitude test
c. personality test
d. projective test
39. Which assessment technique is used in field work?
a. Likert scaling
b. Thurstone scaling
c. observation
d. item analysis
40. Which of the following is NOT a component of a multiple choice question?
a. the stem
b. the root
c. distracters
d. alternatives
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GRM697 The Research Process
Final Examination
41. Name a multiple choice item which provides a plausible but wrong answer.
a. attracter
b. alternative
c. detractor
d. distracter
42. Which of the following is an example of poor characteristics of a questionnaire?
a. Questions are objective and forthright.
b. They are accompanied by a cover letter.
c. They begin with the more difficult, thought-provoking questions while the reader is
still attentive.
d. There is a clear statement of transition when the topic of the questions changes.
43. Which of the following is a reason you need to be cautious when observing behavior?
a. Your very presence may affect the behavior being observed.
b. The researcher records everything that happens.
c. Your questionnaire should not be too long and tedious.
d. You may confuse the difficulty index with the discrimination index.
44. A good cover letter for a survey questionnaire has all but one of the following characteristics
listed below. Which is NOT a characteristic of a good cover letter?
a. The initial questions are relatively simple, nonthreatening and easy-to-answer.
b. It is written on official letterhead.
c. It promises confidentiality.
d. It clearly states the purpose of the questionnaire and the importance of the study.
45. Which measure would be used to describe how far a test score is from the average test
score?
a. mean
b. mode
c. median
d. standard deviation
46. In a set of scores with a mean of 50 and a standard deviation of 5, what raw score is
represented by a z-score of 1.00?
a. 30
b. 55
c. 60
d. 20
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GRM697 The Research Process
Final Examination
47. In a set of scores with a mean of 100 and a standard deviation of 15, what raw score is
represented by a z-score of 2.00?
a. 115
b. 130
c. 100
d. 70
48. In a normal distribution, what percentage of scores fall between the mean and a z-score of
+1.00?
a. 16%
b. 34%
c. 50%
d. 95%
49. What is another phrase used to describe a bell-shaped curve?
a. average curve
b. regular-shaped curve
c. normal curve
d. elliptical curve
50. You are interviewing classmates to find out their political party affiliation. When you pick
the measure of central tendency to use in presenting your results, which should you choose?
a. range
b. mode
c. median
d. mean
51. When you have ordinal data (such as class rank), which is the best measure of central
tendency to use?
a. range
b. mode
c. median
d. mean
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GRM697 The Research Process
Final Examination
52. The minimum or maximum value that one would expect the test statistic to yield if the null
hypothesis is true is an example of which of the following?
a. critical value
b. F value
c. t-test score
d. sampling mean
53. What can you conclude if the obtained value of a test statistic exceeds the critical value?
a. The null hypothesis cannot be rejected.
b. You made an error when calculating the test statistic.
c. The null hypothesis can be rejected.
d. Your obtained value is not statistically significant.
54. In order to determine the critical value, which two pieces of information are needed?
a. mean and sample size
b. degrees of freedom and level of significance
c. mean and standard deviation
d. degrees of freedom and variance
55. If Professor Columbo is interested in the general trend of research findings regarding infant
visual attention and childhood intelligence, what technique would be most amenable to his
inquiry?
a. Analysis of Variance (ANOVA)
b. Meta-analysis
c. Multiple Analysis of Variance (MANOVA)
d. Factor analysis
56. What is the standard metric used in most meta-analytic studies called?
a. standard deviation
b. effect size
c. sampling mean
d. standard error
57. Which of the following statements regarding statistical significance is FALSE?
a. The level of statistical significance and Type I error are the same thing.
b. Statistical significance is the degree of risk you are willing to take that you will reject
a null when it is actually true.
c. When your results are found to be statistically significant, you can conclude that they
will have a meaningful effect in the clinic.
d. The researcher can determine the level of statistical significance.
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GRM697 The Research Process
Final Examination
58. The first step for conducting a meta-analysis is ____________.
a. deciding on an appropriate statistical software package
b. developing a system to code the various dimensions of the study
c. collecting as many studies as possible (or at least a representative group)
d. determining the most appropriate type of descriptive or correlational technique to
examine the outcomes of the studies as a whole
59. In a study, the correlation coefficient for W and X is -0.25. The correlation coefficient for X
and Y is 0.20. The coefficient of determination for X and Z is 0.16. The coefficient of
alienation for Y and Z is 0.90. Which pair of variables has the highest amount of variance
accounted for?
a. X and Y
b. X and Z
c. Y and Z
d. W and X
60. Which of the following statements is false?
a. A correlation of .8 may be interpreted as weak.
b. The higher the correlation is, the larger the “jump” in explained variance.
c. A scattergram is a visual representation of a correlation between two variables.
d. The absolute value of the correlation coefficient is more important than the +
or – sign.
61. Survey research would be most appropriate for which of the following research questions?
a. the relationship between manual dexterity and typing speed
b. parents’ attitudes toward sex education in schools
c. the effectiveness of a weight management program for adolescents
d. the relationship between eye-hand coordination and number of tennis wins
62. If you square a correlation coefficient and subtract this number from 1.00, what is the
result?
a. the coefficient of alienation
b. the coefficient of determination
c. the amount of variance NOT explained by the variance in each variable
d. both a and c
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GRM697 The Research Process
Final Examination
63. Which of the following could be a potential problem in conducting survey research?
a. information is collected over a short period of time
b. producing accurate results
c. getting a broad picture of what is being studied
d. response rate
64. The coefficient of alienation describes the _____________.
a. neutral information (such as age, gender, number of children) about the survey
respondent
b. amount of variance that is accounted for in one variable by the other variable
c. most frequently used measure of relationships between variables
d. portion of unexplained variance between the tested variables
65. “At what age did you start smoking?” is an example of _____________.
a. a conventional question
b. an open-ended question
c. a structured question
d. interviewer bias subtly changing the response
66. The last step in conducting historical research is _______________.
a. interpreting the results
b. formulating a hypothesis
c. defining a topic or problem
d. gathering data
67. In what situation would the researcher be adjacent to the environment, but NOT actively
involved in the process being studied?
a. a focus group
b. participant observation
c. direct observation
d. an interview
68. Which is NOT a main function of focus groups?
a. generating insight into previously misunderstood topics
b. in-depth information gathering on one participant
c. understanding how group members arrive at their conclusions
d. encouraging group interaction
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GRM697 The Research Process
Final Examination
69. Which of the following is NOT characteristic of ethnographic research?
a. Ethnographers tend to examine the group or phenomenon as a whole rather than the
sum of its parts.
b. Ethnographers often use participant observation.
c. Ethnographers develop a research question prior to initiating their research methods
just as empirical researchers do.
d. Ethnography is typically very time-consuming.
70. Which of the following is an example of a secondary source?
a. a photograph
b. a newspaper story describing an event
c. a contract
d. tools
71. External criticism, as applied to historical data, is concerned with the ______________ of the
data.
a. carbon dating
b. accuracy
c. authenticity
d. ethnography
72. Which of the following is NOT a disadvantage of the case study method?
a. It only reflects one reality and that one may reflect researcher bias.
b. Generalizability of the findings is limited.
c. It cannot establish cause-and-effect links.
d. It provides a rich account of what is occurring.
73. In an experimental research study, which group does NOT receive treatment?
a. control group
b. experimental group
c. research group
d. participants groups
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GRM697 The Research Process
Final Examination
74. What is the proper order of the following designs if they are to be listed from the one with
the least amount of control over variables to the most?
a. pretest posttest control group, Solomon four-group, quasi-experimental, one-group
pretest posttest
b. one-group pretest posttest, quasi-experimental, pretest posttest control group,
Solomon four-group
c. one-group pretest posttest, pretest posttest control group, Solomon four-group,
quasi-experimental
d. quasi-experimental, one-group pretest posttest, pretest posttest control group,
Solomon four-group
75. True experimental designs are NOT characterized by ______________.
a. random selection from the population
b. random assignment to different groups
c. control groups
d. descriptive statistics
76. To what does the term internal validity refer?
a. the degree to which results of a study can be generalized from one sample to another
b. the process of subject selection
c. the development of a treatment
d. the degree to which the results of a study can be attributed to the manipulation of the
independent variable
77. Susan has twelve subjects drop out of her study. Which threat to internal validity must she
consider?
a. mortality
b. history
c. selection
d. randomization
78. Many researchers devise “sham” treatments for their control groups to undergo, meaning
that the control group interacts with researchers in some way that is not thought to impact
the dependent variable or the outcome. This is done to weaken the argument that the
treatment group improvement may have occurred in part simply due to the attention this
group received from the researchers. These researchers are attempting to control for
which of the following?
a. multiple treatment interference
b. the Hawthorne effect
c. selection
d. experimenter effects
18
GRM697 The Research Process
Final Examination
79. Which experimental design involves one experimental group and three control groups?
a. Solomon four-group design
b. pretest posttest control group design
c. posttest only control group design
d. quasi-experimental design
80. Why use nonequivalent control group design?
a. less cost
b. less time involved
c. easier training
d. because you cannot assign subjects to groups
81. In what design is the cause-and-effect argument strongest?
a. experimental design
b. quasi-experimental design
c. pre-experimental design
d. correlational design
82. In quasi-experimental research, when will the cause of differences between groups occur?
a. during the experiment
b. after the experiment
c. it has already occurred
d. it will never occur
83. Compared to longitudinal studies, cross-sectional studies ______________.
a. are much less expensive
b. have better comparability of groups
c. have higher mortality rates
d. cost the same
84. If you want to answer a research question regarding whether a particular group of subjects
experiences any significant changes in behavior as they age but you do not have the time or
money for a traditional longitudinal study, which method would be acceptable?
a. cross-sectional
b. historical
c. follow-up
d. None of the above would be acceptable.
19
GRM697 The Research Process
Final Examination
85. Which quasi-experimental design is the one most often used?
a. pretest posttest control group design
b. multiple baseline design
c. nonequivalent control group design
d. static group comparison design
86. Single subject designs are useful because they ____________.
a. allow for an in-depth examination of specific behaviors
b. are used when the behavior on which the researcher is focusing is not very well
defined in operational terms
c. allow for random assignment of participants into groups
d. have no threats to internal validity
87. When reviewing the problem and purpose sections of a research article, which of the
following questions would be pertinent?
a. Is the review recent?
b. Are the hypotheses clearly stated?
c. Are the results related to the hypotheses?
d. Is the objective of the study clearly stated?
88. Which is NOT a primary area to evaluate when judging a research report?
a. the hypothesis
b. the answer
c. the problem and purpose
d. references
89. When selecting a dependent variable, you should consider all of the following EXCEPT:
a. the measure has been used before.
b. the validity of the measure has been established.
c. the measure comes with testing forms.
d. norms are available, when applicable.
90. In a research proposal, what should follow the literature review section?
a. appendices
b. literature review
c. implications and limitations
d. method
20
GRM697 The Research Process
Final Examination
91. In a research proposal, what should follow the implications and limitations section?
a. appendices
b. literature review
c. implications and limitations
d. method
92. Which section of the proposal contains information on the instrumentation used?
a. introduction
b. method
c. implications and limitations
d. literature review
93. What is the shortened title which appears at the top of each proposal page called?
a. an abstract
b. a running head
c. an introduction
d. a reference
94. Which section of a manuscript discusses the reliability of any tests that were used?
a. introduction
b. methods
c. results
d. discussion
95. Which section of a manuscript discusses how the study was conducted?
a. introduction
b. abstract
c. results
d. method
96. Which is a subsection found in the method section?
a. introduction
b. running head
c. results
d. data analysis
21
GRM697 The Research Process
Final Examination
97. What type of information may be contained in the appendices of a manuscript?
a. original data
b. author’s notes
c. references
d. both a and c
98. The hypothesis is most likely to appear at the end of which section of a manuscript?
a. introduction
b. methods
c. results
d. references
99. What guidelines do most journals in the social and behavioral sciences follow?
a. Index Medicus
b. American Psychological Association
c. Society of Psychiatric Journals
d. Modern Language Association
100. What material is included in the abstract?
a. a one-sentence statement of the purpose
b. tables showing results
c. a list of sources that were consulted during the research
d. discussion of the important relationships between past research, the purpose of the
current study, the hypothesis and the results of the study
22
GRM 697
The Research Process
925 North Spurgeon Street, Santa Ana, CA 92701
Phone: 714-547-9625 Fax: 714-547-5777
www.calcoast.edu
12/14
Tracking Your Academic Activities
Verifying an accurate course completion time is essential for accreditation. To meet both
accreditation requirements and award academic credit, educational institutions must document the
total number of hours students spend completing designated academic activities related to their
coursework.
The total hours are then translated into academic credit based on a prescribed method of measuring
educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45
hours of student engagement time are required for a 3 credit hour course.
Using the attached form as an example, keep track of the time you spend on each lesson, pre-test,
self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc.
You will not be required to turn in the worksheet; however, at the end of the course you will receive
a Student Course Survey and the final question will ask how long it took you to complete the course.
Your assistance in completing this requirement and providing the university with this valuable data is
greatly appreciated.
As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should
total approximately 45 hours. Some examples of this type of activity may include:
Lesson Review Exercises
Unit Examinations
Key Term Reviews
Proctored Final Examination
Analysis
Course Academic Online Discussions
Study Guide Review
Student/Instructor Interaction
Writing Assignments
Documents/Student Resources
Review Grading Rubric
As you fill out the Academic Preparation Activities, please keep in mind that these should total
approximately 90 hours. Some samples of this type of activity may include:
Pre-Test
Review Grading Rubric
Reading Assignments
Study Lesson Review Exercises
Key Term Reviews
Internet/Web Research
Studying for Examinations
Reading Websites
Writing Assignments
Suggested Outside Reading
Sample Worksheet for Tracking Your Academic Activities
Upon completion of this course, you will be asked to complete a survey. The last question on the survey
will ask you the number of hours it took to complete the course. The total hours are then translated into
academic credit based on a prescribed method of measuring educational attainment known as the Carnegie
Unit. 90 hours of student preparation time and 45 hours of student engagement time (135 hours) are
required for a 3 credit hour course.
This worksheet was developed as a tool to help track your time. You are not required to turn it in.
Academic Engagement Activities
Lesson Review Exercises
Key Term Review Exercises
Study Guide Review
Documents/Student Resources
Writing Assignments
Review Grading Rubric
Unit Examinations
Proctored Final Examination
Case Studies/Critical Analysis
Course Academic Online Discussions
Student/Instructor Interactions
Total Academic Engagement required for a
3 unit course = 45 hours
Academic Preparation Activities
Pre-Test
Reading Assignments
Analyze Case Studies/Critical Analysis
Key Term Review Exercises
Study for Examinations
Suggested Outside Readings
Web Research
Writing Assignments
Review Grading Rubric
Reading Websites
Study Lesson Review Exercises
Total Academic Preparation required for a
3 unit course = 90 hours
Grand total of hours of various learning
activities in completing this course
length of
time to
complete
Unit 1
length of
time to
complete
Unit 2
length of
time to
complete
Unit 3
length of
time to
complete
Unit 4
Totals
Pre-test Instructions
Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure
your knowledge of the subject matter at the beginning of each course.
Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to
try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting
place,” that will be used for improving course content and to meet accreditation requirements.
If you receive your course materials online:
• Please log-in to your Coast Connection student portal to complete your pre-test.
If you receive your course materials by mail:
• You will receive your answer sheets for the pre-test by mail.
• Once you have completed your pre-test, please mail or fax your answer sheet to the
University at:
California Coast University
925 N. Spurgeon Street
Santa Ana, CA 92701
Fax: 714-547-1451
If you have any questions, please feel free to contact the Student Services Department. Thank you for your
cooperation.
GRM 697 The Research Process
Pre-test
Multiple Choice Questions (Enter your answers on the enclosed answer sheet)
1. What is another term for basic research?
a.
b.
c.
d.
real research
pure research
applied research
baseline research
2. Ann divides her classes into two groups-a treatment group and a non-treatment group-to test
whether her new method of teaching subtraction is better than her old method. This is an
example of what type of research?
a.
b.
c.
d.
historical
quasi-experimental
correlational
experimental research
3. Sampling allows researchers to overcome the problem of which of the following?
a.
b.
c.
d.
overcrowded laboratories
biased subject response
not having access to the whole population
not having access to the proper statistical methods
4. In testing whether riding a bicycle at least 30 minutes each day reduces weight, what would
be the independent variable?
a.
b.
c.
d.
the person’s age
amount of time bicycling each day
the person’s weight
the person’s diet
5. What does the ethical principle of “sharing benefits” mean?
a. all participants in the same study should receive an equal share of the benefits or subject
payments
b. all those who belong to the population being studied will share equally from the benefits
the study produces
c. the results of studies must be shared with the public so society may benefit from the
increased knowledge
d. all groups involved in a study should eventually be given an opportunity to receive any
treatments that were found to be effective in the study
ix
GRM 697 The Research Process
Pre-test
6. Sally selects classrooms of first graders to study the effects of teaching styles on math
achievement. This is an example of _______________.
a.
b.
c.
d.
stratified random sampling
cluster sampling
proportional sampling
sampling error
7. Which of these statements is true regarding cluster sampling?
a.
b.
c.
d.
one example of a nonprobability sampling method
individuals grouped together based on cluster of profile characteristics
minimizes the risk of bias due to a heterogeneous population
a great time-saver compared to simple random sampling
8. What levels of measurement define most variables in behavioral and social science research?
a.
b.
c.
d.
interval and ratio
nominal and ordinal
nominal and ratio
nominal and interval
9. What are the two types of criterion validity?
a.
b.
c.
d.
content and construct validity
content and parallel validity
predictive and parallel validity
concurrent and predictive validity
10. Which of the following is NOT a component of a multiple choice question?
a.
b.
c.
d.
the stem
the root
distracters
alternatives
11. A good cover letter for a survey questionnaire has all but one of the following characteristics
listed below. Which is NOT a characteristic of a good cover letter?
a.
b.
c.
d.
x
The initial questions are relatively simple, nonthreatening and easy-to-answer.
It is written on official letterhead.
It promises confidentiality.
It clearly states the purpose of the questionnaire and the importance of the study.
GRM 697 The Research Process
Pre-test
12. In a normal distribution, what percentage of scores fall between the mean and a z-score of
+1.00?
a.
b.
c.
d.
16%
34%
50%
95%
13. The minimum or maximum value that one would expect the test statistic to yield if the null
hypothesis is true is an example of which of the following?
a.
b.
c.
d.
critical value
F value
t-test score
sampling mean
14. What is the standard metric used in most meta-analytic studies called?
a.
b.
c.
d.
standard deviation
effect size
sampling mean
standard error
15. Which of the following statements is false?
a.
b.
c.
d.
A scattergram is a visual representation of a coefficient between two variables.
The higher the correlation is, the larger the “jump” in explained variance.
A correlation of .8 may be interpreted as very strong.
The absolute value of the correlation coefficient is more important than the + or - sign.
16. The coefficient of alienation describes the _____________.
a.
b.
c.
d.
neutral information (such as age, gender, number of children) about the survey respondent
amount of variance that is accounted for in one variable by the other variable
most frequently used measure of relationships between variables
portion of unexplained variance between the tested variables
17. Which is NOT a main function of focus groups?
a.
b.
c.
d.
xi
generating insight into previously misunderstood topics
in-depth information gathering on one participant
understanding how group members arrive at their conclusions
encouraging group interaction
GRM 697 The Research Process
Pre-test
18. Which of the following is NOT a disadvantage of the case study method?
a.
b.
c.
d.
It only reflects one reality and that one may reflect researcher bias.
Generalizability of the findings is limited.
It cannot establish cause-and-effect links.
It provides a rich account of what is occurring.
19. To what does the term internal validity refer?
a.
b.
c.
d.
the degree to which results of a study can be generalized from one sample to another
the process of subject selection
the development of a treatment
the degree to which the results of a study can be attributed to the manipulation of the
independent variable
20. Why use nonequivalent control group design?
a.
b.
c.
d.
less cost
less time involved
easier training
because you cannot assign subjects to groups
21. If you want to answer a research question regarding whether a particular group of subjects
experiences any significant changes in behavior as they age but you do not have the time or
money for a traditional longitudinal study, which method would be acceptable?
a.
b.
c.
d.
cross-sectional
historical
follow-up
None of the above would be acceptable.
22. Which is NOT a primary area to evaluate when judging a research report?
a.
b.
c.
d.
the hypothesis
the answer
the problem and purpose
references
23. Which section of the proposal contains information on the instrumentation used?
a.
b.
c.
d.
xii
introduction
method
implications and limitations
literature review
GRM 697 The Research Process
Pre-test
24. Which is a subsection found in the method section?
a.
b.
c.
d.
introduction
running head
results
data analysis
25. What material is included in the abstract?
a.
b.
c.
d.
xiii
a one-sentence statement of the purpose
tables showing results
a list of sources that were consulted during the research
discussion of the important relationships between past research, the purpose of the
current study, the hypothesis and the results of the study
GRM 697
The Research Process
Text:
Exploring Research
ISBN-13: 9780205093816
Author(s):
Neil J. Salkind
Publisher:
Pearson Prentice Hall
925 North Spurgeon Street, Santa Ana, CA 92701
Phone: 714-547-9625 Fax: 714-547-5777
www.calcoast.edu
12/14
Study Guide
8th Edition, 2012
GRM 697 The Research Process
Message From
the President
W
elcome to California Coast University. I hope you will find this course
interesting and useful throughout your career.
This course was designed to meet the unique needs of students like you who are
both highly motivated and capable of completing a degree program through
distance learning.
Our faculty and administration have been involved in distance learning for over
forty years and understand the characteristics common to successful
students in this unique educational environment.
This course was prepared by CCU faculty members who are not only outstanding
educators but who have real world experience. They have prepared these
guidelines to help you successfully complete your educational goals and to get the
most from your distance learning experience.
Again, we hope that you will find this course both helpful and motivating. We send
our best wishes as you work toward the completion of your program.
Sincerely,
Thomas M. Neal
President
All rights reserved. No part of this book may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording or by any information storage and retrieval system without written
permission from the publisher, except for the inclusion of brief quotation
in review.
Copyright © 2014 by California Coast University
GRM 697 The Research Process
Syllabus
Course Number
GRM 697
Course Title
The Research Process
Course Description
This is a required course for Master’s Degree students to prepare
them for the development and writing of a proposal for a thesis. It
assists students in utilizing their natural curiosity in selection of a
topic for research. The course provides guidance in planning research
strategy, documentation of research data and design of a defensible
study. It also explores and analyzes examples of research from many
different disciplines, development and use of computer-aided
research and writing skills and logical argumentation techniques in
stating and defending research data.
Units of Credit
3 Units of Credit
Course Objectives
Upon successful completion of this course, students will be able to:
Learning Resources
•
Demonstrate competencies comparable to those achieved within
traditional institutions of higher learning that require resident
instruction and evaluation.
•
Exhibit a broad comprehension of research methodologies utilized
in the social sciences, health sciences, government, business,
and other related fields.
•
Analyze, synthesize and evaluate the knowledge acquired in this
subject area and apply it in practical situations.
Textbook:
Exploring Research
8th Edition, 2012
Author: Neil J. Salkind
Publisher: Pearson
ISBN-13: 9780205093816
All course examinations are based on the contents of the textbook
required for this course. To successfully complete the examinations,
you will need the textbook. You may rent the textbook from the CCU
rental library or you may purchase the textbook from another source.
Although this study guide is developed by California Coast University,
it may contain materials provided by the publisher of the textbook.
The Study Guide
The study guide was designed to help you further understand the
material in the textbook and master the course content. Each study
guide chapter corresponds to a chapter in the textbook.
xxi
GRM 697 The Research Process
Syllabus
Additional Readings and Online Resources
To help you further understand this subject material, additional
readings and/or online resources related to this course are listed in
this syllabus.
The Library Information and Resources Network, Inc. (LIRN)
Students are provided access to the Library and Information
Resources Network, Inc. (LIRN). LIRN provides a centralized
management of electronic information resources that allow students
to access multiple research databases through one portal. Detailed
information on the Library and Information Resources Network, Inc.
is available on the California Coast University website under the
Resources Tab. For additional information on using the network,
LIRN provides a User Guide to help students search for the needed
information. This helpful resource is available on the LIRN website.
For information on accessing LIRN, please contact California Coast
University - library@calcoast.edu or (714) 547-9625.
Supplementary Materials
Unit Examination Answer Sheets*
Final Examination Scheduling Form
*Master of Education and Doctor of Education students will not
receive unit exam answer sheets. These programs require written
responses only.
Your Course Grade
Your grades on course examinations are determined by the percentage
of correct answers. The university uses the following grading system:
A
B
C
D
F
=
=
=
=
=
90% – 100% correct
80% – 89% correct
70% – 79% correct
60% – 69% correct
59% and below correct
Your grade in this course will be based on the number of points you
earn. Grades are based on the percentage of points you earned out of
a total of 500 points:
Four Unit Examinations
100 points each
400 points total
80% of your grade
100 points total
20% of your grade
Final Examination
100 points
xxii
GRM 697 The Research Process
Syllabus
Mastering the Course Content
In order to successfully complete this course, we recommend that
you do the following before beginning:
• Be sure that you have the correct edition of the course
textbook. Check the ISBN number of your textbook with the
ISBN number listed on the cover page of this study guide.
•
Review the table of contents at the end of this syllabus.
You will only be responsible for the chapters in the textbook
that are listed in the table of contents.
Each study guide contains several components selected and
developed by the faculty to help you master the content of the
course. Each chapter in the study guide corresponds to a chapter in
the textbook. Study guides vary depending on the course, but most
will include:
Learning Objectives
Overviews
Self Tests
Summaries
Key Terms
Critical Analysis Questions (graduate and doctoral
students only)
The most efficient way to complete this course is to read the
materials in both the study guide and textbook in the sequence in
which it appears, generally from beginning to end.
Read the Overviews and Summaries
Before reading a chapter of your textbook, review the corresponding
learning objectives, overview, key terms and summary sections in
the study guide. These were prepared to give you an overview of the
content to be learned.
Review the Self Test
After you have reviewed the study guide summaries, look at the items
on the self test. As you identify your areas of relative strength and
weakness, you will become more aware of the material you will need
to learn in greater depth.
Review the Critical Analysis and/or Case Study Questions
(Graduate and Doctoral Students Only)
The critical analysis questions are designed to help you gain a deeper
understanding and appreciation for the course subject matter. This
section will encourage you to give additional thought to the topics
discussed in the chapter by presenting vignettes or cases with real
world relevance.
xxiii
GRM 697 The Research Process
Syllabus
Read and Review the Chapter
Once you have the scope and organization of the chapter in mind,
turn to the corresponding chapter in the textbook and read the
material carefully. Keep the learning objectives, self test, critical
analysis questions and/or case study questions in mind as you read.
Highlight important concepts and information in your study guide and
write notes in the study guide as you read the textbook. These notes
will help you study for the unit and final examinations.
Check Your Mastery of Each Chapter
When you feel that you have mastered the concepts presented in the
chapter, complete the study guide self test and critical analysis
questions and/or case study questions without referring to the
textbook or your notes. Correct your responses using the answer key
and solutions guide provided in the study guide. Your results will help
you identify any areas you need to review.
Unit Examinations
Each course contains four unit examinations and a final
examination. Unit examinations usually consist of 25 objective
(multiple choice or true/false) test questions. For Master of
Education and Doctor of Education students, unit examinations
consist of writing assignments only.
Unit examinations may be found approximately every four to six
chapters throughout your study guide. Unit examinations are
open-book, do not require a proctor and are not timed. This will allow
you to proceed at your own pace.
It is recommended that you check your answers against the material
in your textbook for accuracy.
Writing Assignments
Each unit examination includes a written component. This
assignment may be in the form of written questions or case study
problems. The writing assignment affords the student an opportunity
to demonstrate a level of subject mastery beyond the objective unit
examinations, which reflects his/her ability to analyze, synthesize,
evaluate and apply his/her knowledge. The writing assignment
materials are found immediately following each unit examination.
xxiv
Writing assignments are judged on the quality of the response in
regard to the question. Word count is NOT one of the criteria that is
used in assigning points to writing assignments. However, students
who are successful in earning the maximum number of points tend to
submit writing assignments that fall in the following ranges:
GRM 697 The Research Process
Syllabus
•
Undergraduate courses: 350 - 500 words or 1 - 2 pages.
•
Graduate courses: 500 - 750 words or 2 - 3 pages.
•
Doctoral courses: 750 - 1000 words or 4 - 5 pages.
Plagiarism
All work must be free of any form of plagiarism. Put written answers
into your own words. Do not simply cut and paste your answers from
the Internet and do not copy your answers from the textbook.
Plagiarism consists of taking and using the ideas, writings or
inventions of another, without giving credit to that person and
presenting it as one’s own. This is an offense that the university takes
very seriously. An example of a correctly prepared written response
may be found by visiting the Coast Connection student portal.
Citation Styles
The majority of your response should be your own original writing
based on what you have learned from the textbook. However, students
may also use outside materials if applicable. Be sure to provide a
reference (or citation) for any materials used, including the required
textbook. The following points are designed to help you understand
how to provide proper references for your work:
•
References are listed in two places.
•
The first reference is briefly listed within your answer. This
includes identifying information that directs the reader to
your list of references at the end of your writing
assignment.
•
The second reference is at the end of your work in the list of
references section.
•
All references cited should provide enough identifying
information so that the reader can access the original
material.
For more detailed information on the proper use of citations, please
refer to the CCU Student Handbook located on the Coast Connection
student portal.
Submitting Your Unit Examinations and Writing Assignments via the Internet
Students may access the online testing features via the Coast
Connection student portal. Multiple choice unit examinations may be
completed and submitted online.
xxv
GRM 697 The Research Process
Syllabus
Go to the California Coast University homepage at www.calcoast.edu
and click on the student login icon at the upper right hand corner.
After logging into your account, click on My Academic Plan and
select the course you are working on to complete the unit
examination. Remember to keep a copy of your answers for your own
personal records.
Writing assignments may be submitted online as well. After logging
into the student portal, click on My Academic Plan and select the
course you are working on to complete the writing assignment. Here,
you will find further information and instructions on how to submit
writing assignments through the student portal. Remember to keep a
copy of your writing assignments for your own personal records.
Alternatively, if you experience diffulty submitting your writing
assignments through the student portal, then you may email your
assignments as a Word document attachment to
essays@calcoast.edu. When doing so, please adhere to the following
guidelines:
•
Always submit your name, student number, course number,
course title and unit number with your writing assignment.
•
Begin each writing assignment by identifying the question
number you are answering followed by the actual question
itself (in bold type).
•
Use a standard essay format for responses to all questions
(i.e., an introduction, middle paragraphs and conclusion).
•
All responses must be typed double-spaced, using a
standard font (i.e. Times New Roman) and 12 point type
size for ease of reading and grading.
Submitting Your Unit Examinations by Mail
Send your completed unit examination along with any writing
assignments to the following mailing address:
California Coast University
Testing Department
925 N. Spurgeon Street
Santa Ana, CA 92701
Requests to retake a unit examination will only be honored if the
final exam has NOT been sent.
xxvi
GRM 697 The Research Process
Syllabus
Students may retake one unit examination per course, free of charge.
The cost for each additional, repeated exam will be $90. Payment
must be paid in full to the accounting department prior to repeating
unit exams.
Please contact Student Services for a repeat unit examination form.
You may resubmit your unit examination once the original grade has
been cleared from your online degree plan.
Final Examination
Scheduling a Final Examination
Final examination requests can be submitted via U.S. mail, online
through the Coast Connection student portal, or by calling the Testing
Department at (714) 547-9625.
A final exam scheduling form is located on the last page of this
study guide. Please fill out ALL required fields and mail it to the
university.
If you would like to request a final exam online, log into the Coast
Connection student portal and click on My Academic Plan. Select the
course you are working on and submit the Final Exam Request form
located at the bottom of the page. ALL INFORMATION MUST BE
FILLED IN.
Submitting Your Final Examination
Final Examinations can be submitted by mail, fax or online through
the Coast Connection student portal.
After you have completed your exam, you or your proctor can fax it to
the Grading Department at (714) 547-1451 or mail it to the
university. When faxing exams, please do not resize your fax.
For online submissions, once you have logged into the student portal,
click on My Academic Plan and select the course you are working on
to complete the final examination. You must input the unique
password that was sent to your proctor in order to unlock your final
examination questions. Remember to keep a copy of your answers for
your own personal records.
Proctors
The university requires that all final examinations be completed under
the supervision of a proctor.
A proctor can be anyone EXCEPT an immediate family member,
someone who resides with you or a current/former CCU student.
xxvii
GRM 697 The Research Process
Syllabus
The purpose of the proctored final examination is to verify that you
are, in fact, the person who is enrolled in the course of study. It is
also to verify that you are completing the final examination without
the aid of any outside assistance.
During the proctored final examination, you may use your textbook
and any notes you have taken during the completion of your unit
examinations. Your designated proctor will verify your identity and
that you have completed the final examination without any outside
assistance.
Your Overall Grade Point Average (G.P.A.)
In addition to receiving a passing grade for each course, all students
must maintain a required overall G.P.A. in order to graduate.
Undergraduate students need an overall G.P.A. of 2.0 (C) on a 4.0
scale. Graduate and doctoral students need an overall G.P.A. of 3.0
(B) on a 4.0 scale.
A = 4 grade points
B = 3 grade points
C = 2 grade points
D = 1 grade point
F = 0 grade points
Students who do not meet the overall G.P.A. requirement by the end
of their program must pay the current cost of tuition to repeat courses
until they improve their overall G.P.A.
Overall course grades of “F” will be displayed on your degree plan
and count as 0 units completed. You must pay to retake these
courses.
Doctoral students must repeat any courses in which the overall course
grade is a “D” or “F”.
Be sure to keep a copy of all work you submit to the university.
xxviii
GRM 697 The Research Process
Syllabus
If you have any questions about how to proceed through the course or regarding any California Coast
University policies and procedures, the easiest way to get help is to send us a message through the
student portal, via email, or phone the university.
University office hours are Monday through Friday from 8:30 a.m. to 4:00 p.m., Pacific Standard Time.
California Coast University
925 N. Spurgeon Street, Santa Ana, California 92701
Phone: (714) 547-9625 Fax: (714) 547-5777
Test Answer Sheet Fax Line: (714) 547-1451
Email: testing@calcoast.edu
6
Don’t forget: You are not alone! We are here to help you achieve your dream!
M
GR
xxix
97
GRM 697 The Research Process
Syllabus
Learning Objectives
The learning objectives for this course are listed below:
Chapter 1: The Role and Importance of Research
1.
2.
3.
4.
5.
6.
Illustrate how research is defined and summarize some of its purposes.
Analyze what a model of scientific inquiry is and how it guides research activities.
Differentiate between high-quality research and things that are not considered research.
Evaluate the eight characteristics of good research.
Outline how a method of scientific inquiry guides research activity.
Briefly differentiate between different types of research methods (descriptive, correlational,
qualitative, experimental and quasi-experimental) and give examples of each.
Chapter 2: The Research Process—Coming to Terms
1.
2.
3.
4.
5.
6.
7.
Differentiate between dependent and independent variables.
Explain what a hypothesis is and how it works.
Illustrate the importance of the null hypothesis.
Distinguish between the null hypothesis and the research hypothesis.
Break down the characteristics of a good hypothesis.
Summarize the importance of samples and populations in the research process.
Outline the meaning of statistical significance.
Chapter 3A: Selecting a Problem and Reviewing the Research
1. Explain how to find a topic for a research process.
2. Formulate a research hypothesis.
3. Discriminate among the three types of sources typically consulted when conducting a
litera ture review (i.e. general, primary, secondary).
4. Explain how to use general, primary and secondary sources.
5. Summarize how scholarly journals work, including the criteria for judging a research study.
6. Illustrate how to use a bibliographic database program.
Chapter 3B: The Importance of Practicing Ethics in Research
1.
2.
3.
4.
xxx
Summarize why it is important to practice ethical behavior when pursuing research.
Explain the basic principles of ethical research.
Given an example, differentiate between ethical and unethical research practices.
Summarize the role of professional organizations in providing ethical guidelines.
GRM 697 The Research Process
Syllabus
Chapter 4: Sampling and Generalizability
1.
2.
3.
4.
5.
6.
7.
Explain why good sampling techniques are essential to any research project.
Analyze the importance of generalizability.
Differentiate between a sample and a population.
Consider the difference between simple random sampling and stratified sampling.
Explain how probability and nonprobability sampling strategies differ.
Outline the meaning of sampling error and its importance to research.
Evaluate ways of reducing sampling error.
Chapter 5: Measurement, Reliability and Validity
1.
2.
3.
4.
5.
6.
7.
Explain why measurement is a critical part of the research process.
Consider the different levels of measurement and how they are applied.
Assess the different types of reliability and how they are used.
Explain the meaning of validity.
Differentiate various types of validity and how they are used.
Propose how to increase the validity of a test.
Summarize the relationship between reliability and validity.
Chapter 6: Methods of Measuring Behavior
1.
2.
3.
4.
5.
6.
7.
Outline the use of different methods of measuring behavior and collecting data.
Explain how different types of tests are designed to assess different types of behavior.
Illustrate the use of achievement tests in the behavioral and social sciences.
Evaluate the design of multiple-choice items.
Explain how to do an item analysis.
Illustrate the application of attitude scales.
Differentiate between Thurstone and Likert’s attitude scales.
Chapter 7: Data Collection and Descriptive Statistics
1.
2.
3.
4.
5.
6.
Explain how to properly code data.
Explain the use and importance of descriptive statistics.
Differentiate between descriptive and inferential statistics.
Explain how to use measures of central tendency and variability to describe a set of scores.
Diagram how to compute the mean, median and mode and how these numbers are used.
Summarize how to compute the range, standard deviation and variance and how these
numbers are used.
7. Illustrate the normal curve and its significance to the research process.
xxxi
GRM 697 The Research Process
Syllabus
Chapter 8: Introducing Inferential Statistics
1.
2.
3.
4.
5.
6.
7.
Illustrate the role that chance plays in any scientific endeavor.
Explain statistical significance and its importance.
Distinguish between Type I and Type II errors and explain their importance.
Summarize multivariate statistics and their application.
Evaluate factor analysis and its application.
Differentiate between significance and meaningfulness.
Illustrate the use of meta-analysis in behavioral and social science research.
Chapter 9: Nonexperimental Research—Descriptive and Correlational Methods
1.
2.
3.
4.
5.
6.
Evaluate survey research and some of its advantages and disadvantages.
Explain the value and validity of survey research.
Consider the importance and use of follow-up studies.
Explain the purpose and use of correlational research.
Outline how correlational studies are used.
Calculate and interpret a correlation coefficient.
Chapter 10: Nonexperimental Research—Qualitative Methods
1. Differentiate between qualitative and quantitative research.
2. Summarize how primary research sources aid in qualitative research.
3. Outline how methodologies such as case studies, ethnographies and historical research
provide important qualitative data.
4. Illustrate primary and secondary sources of data and how they are used.
5. Explain what authenticity and accuracy of a historical study are and why they are important.
6. Summarize how internal criticism and external criticism are used in evaluating historical
research.
Chapter 11: Pre- and True Experimental Research Methods
1.
2.
3.
4.
Explain the importance of randomization in the experimental method.
Consider the role of chance in the experimental method.
Summarize the principles of experimental design.
Outline the concepts of internal and external validity and the role they play in the experimental
method.
5. Assess threats to internal and external validity and describe how these threats can be
controlled.
6. Explain how to control extraneous sources of variability.
xxxii
GRM 697 The Research Process
Syllabus
Chapter 12: Quasi-Experimental Research—A Close Cousin to Experimental Research
1. Differentiate between experimental and causal-comparative designs.
2. Explain how quasi-experimental designs differ from pre-experimental and true experimental
designs.
3. Summarize the types of questions answered by developmental research.
4. Explain the advantages and disadvantages of the longitudinal and cross-sectional methods.
5. Outline the importance of age in developmental research.
6. Illustrate the use of single-subject designs in experiments.
Chapter 13: Writing a Research Proposal
1. Outline the components/sections of a typical research proposal.
2. Diagram the guidelines set forth by the American Psychological Association (APA, 2009)
regarding proposal preparation.
3. Break down the ten most pressing criticisms of research articles as discussed in the book.
4. Consider the criteria for judging a research study.
5. Explain how to select a dependent variable.
6. Outline considerations in selecting a sample.
Chapter 14: Writing a Research Manuscript
1. Explain the APA Publication Manual and general guidelines for manuscript preparation.
2. Summarize the different part of a manuscript, their importance and how they should be
prepared.
3. Outline the basic “rule of thumb” for formatting a manuscript using APA style.
xxxiii
GRM 697 The Research Process
Syllabus
Suggested Readings
Browne, M. Neil, & Stuart, M. Keeley (2003). Asking the Right Questions: A Guide to Critical
Thinking. Upper Saddle River, NJ: Prentice Hall.
Denzin, N. K., & Lincoln, Y. S. (2000). Handbook of Qualitative Research. Thousand Oaks, CA:
Sage, 2000.
Fogg, L., & Gross, D. (2000). Focus on Research Methods: Threats to Validity in Randomized
Clinical Trials. Research in Nursing and Health, 23(1), 79-87.
Jacobson, N. S., & Truax, P. (1991). Clinical Significance: A Statistical Approach to Defining
Meaningful Change in Psychotherapy Research.” Journal of Consulting and Clinical Psychology,
59(1), 12-19.
Kazdin, Alan E. (ed.)(2003). Methodological Issues and Strategies in Clinical Research.
Washington, DC: American Psychological Association.
Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2007). Proposals That Work, 5th edition.
Thousand Oaks, CA: Sage.
Miller, M.D. & Linn, R.L. (2000). “Validation of Performance-Based Assessments.” Applied
Psychological Measurement, 24(4), 367-78.
Nickerson, R.S. (2000). “Null Hypothesis Significance Testing: A Review of an Old and
Continuing Controversy.” Psychological Methods, 5(2), 241-301.
Sales, B.D. & Folkman S. (2000). Ethics in Research with Human Participants. Washington, DC:
American Psychological Association, 2000.
Taylor, H. (1998). “Myth and Reality in Reporting Sampling Error: How the Media Confuse and
Mislead Readers and Viewers.” The Polling Report, May 4, 1998.
Tourangeau, R., & Smith, T. W. (1998). “Asking Sensitive Questions: The Impact of Data
Collection, Mode, Question Format, and Question Context.” Public Opinion Quarterly 60, 275.
Westgaard, Odin (1999). Tests That Work: Designing and Delivering Fair and Practical
Measurement Tools in the Workplace. New York: Pfeiffer and Company.
xxxiv
GRM 697 The Research Process
Syllabus
Suggested Online Readings
American Educational Research Association: www.aera.net
American Psychological Association: http://www.apa.org/
The Research Randomizer: http://www.randomizer.org/
The Web Center for Social Research methods: http://www.socialresearchmethods.net/
Educational Databases: http://www.loc.gov/rr/main/alcove9/education/database.html
Qualitative Research: http://www.qualitativeresearch.uga.edu/QualPage/
xxxv
GRM 697 The Research Process
Table of Contents
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
VII - XXII
Unit One
Chapter 1: The Role and Importance of Research. . . . . . . . . . . . . . . . . .
1
Chapter 2: The Research Process: Coming to Terms . . . . . . . . . . . . . . . .
12
Chapter 3A: Selecting a Problem and Reviewing the Research . . . . . . . . .
23
Chapter 3B: The Importance of Practicing Ethics in Research . . . . . . . . .
34
Chapter 4: Sampling and Generalizability . . . . . . . . . . . . . . . . . . . . . . .
43
Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
Unit 1 Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
Unit 1 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
Unit Two
Chapter 5: Measurement, Reliability, and Validity. . . . . . . . . . . . . . . . . .
62
Chapter 6: Methods of Measuring Behavior. . . . . . . . . . . . . . . . . . . . . . .
73
Chapter 7: Data Collection and Descriptive Statistics . . . . . . . . . . . . . . .
84
Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
95
Unit 2 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
96
Unit 2 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
101
Unit Three
xxxvi
Chapter 8: Introducing Inferential Statistics . . . . . . . . . . . . . . . . . . . . .
103
Chapter 9: Nonexperimental Research: Descriptive and Correlational
Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
114
Chapter 10: Nonexperimental Research : Qualitative Methods . . . . . . . . .
125
Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
136
Unit 3 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
137
Unit 3 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
142
GRM 697 The Research Process
Table of Contents
Unit Four
xxxvii
Chapter 11: Pre- and True Experimental Research Methods . . . . . . . . . .
144
Chapter 12: Quasi-Experimental Research: A Close Cousin to
Experimental Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
155
Chapter 13: Writing a Research Proposal . . . . . . . . . . . . . . . . . . . . . . . .
166
Chapter 14: Writing a Research Manuscript . . . . . . . . . . . . . . . . . . . . .
176
Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
186
Unit 4 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
187
Unit 4 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
192
Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
194
Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
195
GRM 697 The Research Process
Objectives
Chapter One
The Role and Importance of Research
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Illustrate how research is defined and summarize some of its
purposes.
2.
Analyze what a model of scientific inquiry is and how it
guides research activities.
3.
Differentiate between high-quality research and things that
are not considered research.
4.
Evaluate the eight characteristics of good research.
5.
Outline how a method of scientific inquiry guides research
activity.
6.
Briefly differentiate between different types of research
methods (descriptive, correlational, qualitative, experimental
and quasi-experimental) and give examples of each.
Instructions to Students
• Read pages 1-20 of your textbook
• Reference: Exploring Research, 8th
edition by Neil J. Salkind
1
GRM 697 The Research Process
Overview
The purpose of this chapter is to provide students with a basic introduction to the field of research
by describing the scientific method and the types of research designs most often employed in the
social and behavioral sciences. The overall goal is to provide an overview to help students identify
what research is and is not, its purpose, and some of the different ways in which it can be
conducted.
2
GRM 697 The Research Process
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Theory:
Scientific method:
Hypothesis:
Non experimental research:
Descriptive research:
Experimental research:
Basic research:
Applied research:
3
GRM 697 The Research Process
Summary
In this chapter the author describes the basic model of scientific inquiry and explains how the
model guides research activities. He discusses the characteristics of good research and presents
different types of research methods along with examples of each.
4
GRM 697 The Research Process
Self Test
Multiple Choice Questions (Circle the correct answer)
1. High quality research has which of the following characteristics?
a. difficult to replicate
b. typically influenced by special interest groups
c. is linear in nature
d. based on the work of others
2. Which of the following best describes a hypothesis?
a. statement that you set out to prove
b. tested by collecting only the data that support it
c. proposed before a good research question can be developed
d. posits a clear relationship between different factors
3. Correlational research provides information about which of the following?
a. the relationship between two or more things
b. historical trends
c. cause-and-effect relationships
d. general human behaviors in the context in which they occur
4. Qualitative research can be defined by which of the following?
a. directly tests the quality of a cause and effect relationship
b. examines human behavior in the contexts in which they occur
c. typically leads to high-quality numeric data
d. one of the oldest formalized types of research used in the social and behavioral
sciences
5. Which of the following is a characteristic of experimental research?
a. survey of the current state of events
b. high level of control over variables
c. provides a broad picture of a concept
d. describes a group’s characteristics
6. Jacob is interested to see if there is a relationship between student absentee rate and national
test scores. Which would be the appropriate research method to use?
a. historical
b. correlational
c. descriptive
d. longitudinal
5
GRM 697 The Research Process
Self Test
7. Joshua wants to compare past and present trends in the education of gifted children. This is an
example of what type of research?
a. historical
b. longitudinal
c. experimental
d. correlational
8. What is a characteristic of quasi-experimental research?
a. does not establish cause and effect relationships
b. assignment to groups based on some pre-determined characteristic
c. has the highest degree of control over the factors being examined
d. assignment to groups is random in nature
9. What is one characteristic of poor research?
a. based on the work of other researchers
b. incremental
c. a political activity
d. leads to additional questions
10. Madison is interested in how many of the children in her school come from single-parent,
intact and blended families. What method of research would she use?
a. correlational
b. quasi-experimental
c. experimental
d. descriptive
6
GRM 697 The Research Process
Critical Analysis
Critical Analysis / Case Study Problems
The critical analysis questions are designed to help you gain a deeper understanding of the
subject matter, develop an increased ability to apply what you have learned and integrate this
knowledge into a greater understanding and appreciation for your field of study. Completion of
the following questions will help you outline your answers and organize your thoughts within an
appropriate framework. These practice questions will not be graded but you should apply the
same analytical skills and writing proficiencies that you will need for the writing assignments.
We suggest writing your answers on another piece of paper and comparing your results to the
suggested answers at the end of this chapter to help you identify any areas you need to review.
1. According to the text, scientific inquiry follows a cyclical process that begins with a question
and ends with asking a new question(s). Explain the process of scientific inquiry by describing
each of the steps involved.
2. While a true experimental design is often thought to be the best when it comes to examining
differences between groups, propose when a quasi-experimental design might be more
appropriate than a true experimental design.
7
GRM 697 The Research Process
Answer Keys
Key Term Definitions
Theory: A set of related ideas that explain events that have occurred and predict events that
may happen.
Scientific method: A shared general philosophy regarding how questions about human
behavior should be answered, including a standard sequence of steps in formulating and
answering a question.
Hypothesis: An objective extension of the question that was originally posed.
Non experimental research: Describes relationships between variables, but cannot test causal
relationships.
Descriptive research: Describes the characteristics of an existing phenomenon.
Experimental research: Participants are assigned to groups by the researcher based on some
criterion; can examine cause and effect relationships.
Basic research: Sometimes called pure research, this research has no immediate application
at the time the research is conducted.
Applied research: Research that has an immediate application at the time it is completed.
8
GRM 697 The Research Process
Answer Keys
Answers to Self Test
1. d
2. d
3. a
4. b
5. b
6. b
7. a
8. b
9. c
10. d
9
GRM 697 The Research Process
Solutions Guide
Suggested Solutions - Critical Analysis / Case Study Questions
1. According to the text, scientific inquiry follows a cyclical process that begins with a question
and ends with asking a new question(s). Explain the process of scientific inquiry by
describing each of the steps involved.
This process first begins with asking a question or identifying a need. Then it is necessary to
identify the factors that must be examined to answer the question or that might be related to
the research question. The question must then be posed as an “if…then” hypothesis
statement and tested by collecting information, then analyzing that information. This is
followed by working further with the hypothesis to determine what further questions the
results of the analysis point to. Lastly, it may be relevant to reconsider the original theory and
ask new questions, which leads to the next research project.
2. While a true experimental design is often thought to be the best when it comes to examining
differences between groups, propose when a quasi-experimental design might be more
appropriate than a true experimental design.
Since in quasi-experimental research participants are not randomly assigned to groups, but
rather are preassigned to groups based on a predetermined characteristic, it may not be
possible to change that characteristic. Some examples might be age, geographic location, or
gender. In some cases, it would be possible—but not ethical—to change a characteristic,
such as in the case of negative or damaging characteristics.
10
GRM 697 The Research Process
Notes
11
GRM 697 The Research Process
Objectives
Chapter Two
The Research Process: Coming to Terms
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Differentiate between dependent and independent variables.
2.
Explain what a hypothesis is and how it works.
3.
Illustrate the importance of the null hypothesis.
4.
Distinguish between the null hypothesis and the research
hypothesis.
5.
Break down the characteristics of a good hypothesis.
6.
Summarize the importance of samples and populations in
the research process.
7.
Outline the meaning of statistical significance.
Instructions to Students
• Read pages 21-38 of your textbook
• Reference: Exploring Research, 8th
edition by Neil J. Salkind
12
GRM 697 The Research Process
Overview
The purpose of this chapter is to engage students in formulating research questions that seek
to find solutions. Students will learn some of the basic terms and concepts associated with the
research process such as research methods, types of variables, hypotheses, the sample versus the
population and the concept of significance.
13
GRM 697 The Research Process
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Variable:
Measurement:
Null hypothesis:
Research hypothesis:
Population:
Sample:
Generalizability:
Statistical significance:
Significance level:
14
GRM 697 The Research Process
Summary
This chapter describes the path from formulating a research question to finding the solution. This
includes hypothesis forming and a discussion of the differences between the null hypothesis and
the research hypothesis. The characteristics of a good hypothesis and the importance of sample,
population and statistical significance are explained.
15
GRM 697 The Research Process
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Which of the following might be considered a level of an independent variable?
a. hair color
b. blue eyes
c. party affiliation
d. favorite type of M&M®
2. Which type of designs include more than one independent variable?
a. exploring designs
b. factorial designs
c. confounding designs
d. extraneous designs
3. What type of variable has an unpredictable impact on the dependent variable?
a. wild variable
b. independent variable
c. extraneous variable
d. moderator variable
4. Our job as researchers is to eliminate ___________ as a factor contributing to differences
between groups.
a. chance
b. change
c. hypothesis
d. average
5. Which is the key criterion for selecting a dependent variable?
a. sensitivity of the variable to changes in the independent variable
b. measurement capabilities in the experiment
c. relationship of the dependent variable to the independent variable
d. preference of the researcher
6. Why is it important to choose a representative sample of the population?
a. increase statistical precision
b. determine group differences
c. maximize generalizability of results
d. find significant results
16
GRM 697 The Research Process
Self Test
7. The significance level reported in a research study can be explained by which of the
following?
a. importance of the results to the benefit of society
b. statistical methods to determine the results of the study
c. risk associated with not being 100% confident the difference is due to the treatment
d. importance of the results to the benefit of an individual
8. What is the term often associated with the random variability introduced into every study as a
function of the group of subjects participating, as well as many other unforeseen factors?
a. systematic error
b. non-normality
c. biased sampling
d. chance
9. Which of the following is a characteristic of a well-written research hypothesis?
a. asks a pertinent question
b. based on researcher’s instinct
c. should be long and detailed
d. is testable
10. The researcher notices that the vocabulary level is also associated with intelligence level, so
he determines that the research design must hold the level of intelligence constant to get a
good idea of the relationship between pleasure reading and vocabulary level. Intelligence here
is an example of what type of variable?
a. moderator variable
b. dependent variable
c. control variable
d. extraneous variable
17
GRM 697 The Research Process
Critical Analysis
Critical Analysis / Case Study Problems
The critical analysis questions are designed to help you gain a deeper understanding of the
subject matter, develop an increased ability to apply what you have learned and integrate this
knowledge into a greater understanding and appreciation for your field of study. Completion of
the following questions will help you outline your answers and organize your thoughts within an
appropriate framework. These practice questions will not be graded but you should apply the
same analytical skills and writing proficiencies that you will need for the writing assignments.
We suggest writing your answers on another piece of paper and comparing your results to the
suggested answers at the end of this chapter to help you identify any areas you need to review.
1. According to the text, independent variables should be independent of one another. Explain
why this is an important part of examining the relationship between independent and
dependent variables. Propose an example of how independent variables that are related may
confound research findings.
2. Illustrate the difference between a sample and a population. Outline how an appropriate
sample provides good generalizability.
18
GRM 697 The Research Process
Answer Keys
Key Term Definitions
Variable: A class of outcomes that can take on more than one value.
Measurement: Assignment of values to objects, events or outcomes according to rules.
Null hypothesis: A statement of equality about the variables studied, acting as a starting point
and benchmark against which the actual outcomes of the study will be measured.
Research hypothesis: A definite statement of the relationship between two variables.
Population: The entirety of some group.
Sample: A representative portion of a population.
Generalizability: The ability to draw inferences and conclusions from data.
Statistical significance: A measure of how much risk we are willing to take when reaching a
conclusion about the relationship between variables.
Significance level: The risk associated with not being 100% confident that the difference is
caused by what you think and may be due to some unforeseen factor.
19
GRM 697 The Research Process
Answer Keys
Answers to Self Test
1. c
2. b
3. c
4. a
5. a
6. c
7. c
8. d
9. d
10. c
20
GRM 697 The Research Process
Solutions Guide
Suggested Solutions - Critical Analysis / Case Study Questions
1. According to the text, independent variables should be independent of one another. Explain
why this is an important part of examining the relationship between independent and
dependent variables. Propose an example of how independent variables that are related may
confound research findings.
The reason for manipulating an independent variable is to examine its effect on the outcome
(or dependent) variable. If the study includes more than one independent variable, these
variables must be independent of each other to examine their individual effects on the
dependent variable. For instance, if a study includes educational level and income as
independent variables to predict job satisfaction, the two independent variables will
experience confounding since they are undoubtedly related.
2. Illustrate the difference between a sample and a population. Outline how an appropriate
sample provides good generalizability.
A population is a large group about which the researcher wishes to make a statement
(e.g., Treatment A is more effective than Treatment B for this group of people). Since it may
not be possible to survey or test this entire group (e.g., all U.S. women), researchers take a
smaller sample of this population to test. A good or effective sample is one that is enough like
the entire population being sampled from such that the results are generalizable.
21
GRM 697 The Research Process
Notes
22
GRM 697 The Research Process
Objectives
Chapter Three A
Selecting a Problem and Reviewing the Research
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Explain how to find a topic for a research process.
2.
Formulate a research hypothesis.
3.
Discriminate among the three types of sources typically
consulted when conducting a literature review (i.e. general,
primary, secondary).
4.
Explain how to use general, primary and secondary sources.
5.
Summarize how scholarly journals work, including the
criteria for judging a research study.
6.
Illustrate how to use a bibliographic database program.
Instructions to Students
• Read pages 39-82 of your textbook
• Reference: Exploring Research, 8th
edition by Neil J. Salkind
23
GRM 697 The Research Process
Overview
The purpose of this chapter is to assist students in clarifying their research problem through
careful library and internet research in an effort to focus research interests. The steps in the review
process will be discussed and students will learn about the different types of sources available and
how to use them. In addition to more traditional forms of library resources, this chapter also
devotes time to the use of electronic resources and reference materials as a way to enhance
research skills.
24
GRM 697 The Research Process
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
ABDs:
General sources:
Secondary sources:
Primary sources:
Peer review:
Abstracts:
Listserv:
25
GRM 697 The Research Process
Summary
This chapter includes a discussion on selecting research problems and the steps in reviewing the
literature related to the research problems. Different sources of information are evaluated including
the use of journals, abstracts, various indices and several Internet resources.
26
GRM 697 The Research Process
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Why is a clear research question useful?
a. it creates a good home page
b. Lexis/Nexis can easily find it
c. it makes more efficient use of your time when searching for references
d. it assures that the research you conduct is of interest to you
2. What are the most important primary sources of information about a topic?
a. newspapers
b. magazines
c. journals
d. books
3. What is a listserv discussion group?
a. same as e-mail
b. universal resource locator
c. search engine
d. automatic depository for information
4. What is the most common use of the Internet?
a. direct research
b. electronic games
c. e-mail
d. advertisements through home pages
5. For what purpose would you use a ListServ?
a. to automatically receive information on a particular subject
b. to send private messages to one of your classmates
c. to choose the appropriate statistical test
d. to see a one-paragraph summary of a journal article
6. Which is the most comprehensive guide to general literature?
a. The New York Times Index
b. The Reader’s Guide, Full Text Mega Edition
c. Statistical Abstract of the United States
d. Review of Educational Research
27
GRM 697 The Research Process
Self Test
7. Which source allows the researcher to locate articles which cite a specific article?
a. Educational Resources Information Center (ERIC)
b. Social Sciences Citation Index
c. Psychological Abstracts
d. Child Development Abstracts and Bibliography
8. Which service allows you to secure a copy of a journal that your library does not carry but
another library does carry?
a. Interlibrary Loan System
b. Library Exchange Program
c. National Borrower’s System
d. U.S. Library Transfer Program
9. What statement best defines the term meta-search engine?
a. a list of search engines
b. a tool which uses algorithms to find information
c. a search engine that provides results of exploring many search engines all at once
d. a collection of research institutes and their studies
10. Which question is NOT used to judge a research study?
a. Hypothesis: Can the hypothesis be tested?
b. Review of Previous Research: Is the literature review recent?
c. Method: Is it clear how the study was conducted?
d. Outline: Did the researcher use an outline for the literature review?
28
GRM 697 The Research Process
Critical Analysis
Critical Analysis / Case Study Problems
The critical analysis questions are designed to help you gain a deeper understanding of the
subject matter, develop an increased ability to apply what you have learned and integrate this
knowledge into a greater understanding and appreciation for your field of study. Completion of
the following questions will help you outline your answers and organize your thoughts within an
appropriate framework. These practice questions will not be graded but you should apply the
same analytical skills and writing proficiencies that you will need for the writing assignments.
We suggest writing your answers on another piece of paper and comparing your results to the
suggested answers at the end of this chapter to help you identify any areas you need to review.
1. When examining a research article, propose some basic questions a researcher will want to
ask in order to determine the quality of the article.
2. Consider how e-mail and social media can be used to enhance research.
29
GRM 697 The Research Process
Answer Keys
Key Term Definitions
ABDs: All but dissertation, which characterizes a surprisingly large number of graduate
students who finish everything but the final dissertation paper.
General sources: General information which provides an overview of a topic, usually available
through newspapers, periodicals or broad indices.
Secondary sources: Information sources, once removed, from the actual research, including
review papers, anthologies of readings, syntheses of other work, textbooks and encyclopedias.
Primary sources: Accounts of the actual research that’s been done, such as journal articles.
Peer review: Process of reviewing journal submissions in which the reviewers do not know the
identity of the author (or authors) of the paper, where the experts review and comment on a
research manuscript before it is published.
Abstracts: A one- (or at most two-) paragraph summary of a journal article which contains all
the information readers should need to decide whether to read the entire journal article.
Listserv: An automatic depository for information, also known as a mailing list.
30
GRM 697 The Research Process
Answer Keys
Answers to Self Test
1. c
2. c
3. d
4. c
5. a
6. b
7. b
8. a
9. c
10. d
31
GRM 697 The Research Process
Solutions Guide
Suggested Solutions - Critical Analysis / Case Study Questions
1. When examining a research article, propose some basic questions a researcher will want to ask
in order to determine the quality of the article.
Several criteria can be used to judge the quality of a research study and resulting article. These
include: how well the previous research is reviewed, the clarity of the problem and purpose of
the study, the quality of the hypothesis, the method, the characteristics of the sample, how
the results and discussion relate to the hypothesis, the quality of the references, and whether
the manuscript itself is concise and well-written.
2. Consider how e-mail and social media can be used to enhance research.
These services can assist in a number of ways, including facilitating contact with authors of
articles or tests you may want to use, contacting a group of researchers to ask a research
question or get ideas, obtaining reprints of articles almost instantly, observing on-line
discussions regarding research topics as part of an on-line group, and much more.
32
GRM 697 The Research Process
Notes
33
GRM 697 The Research Process
Objectives
Chapter Three B
The Importance of Practicing Ethics in Research
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Summarize why it is important to practice ethical behavior
when pursuing research.
2.
Explain the basic principles of ethical research.
3.
Given an example, differentiate between ethical and
unethical research practices.
4.
Summarize the role of professional organizations in
providing ethical guidelines.
Instructions to Students
• Read pages 83-94 of your textbook
• Reference: Exploring Research, 8th
edition by Neil J. Salkind
34
GRM 697 The Research Process
Overview
The purpose of this chapter is to present the basic principles of ethical research and to provide an
opportunity for further discussion on this important topic.
35
GRM 697 The Research Process
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Coercion:
Informed consent:
Debriefing:
Sharing benefits:
Institutional review board:
36
GRM 697 The Research Process
Summary
Following ethical research guidelines of your own professional organization is essential to
producing sound research. Preventive efforts in planning a research study can address ethical
issues before problems arise.
37
GRM 697 The Research Process
Self Test
Multiple Choice Questions (Circle the correct answer)
There are no self-test questions for this chapter.
38
GRM 697 The Research Process
Critical Analysis
Critical Analysis / Case Study Problems
The critical analysis questions are designed to help you gain a deeper understanding of the
subject matter, develop an increased ability to apply what you have learned and integrate this
knowledge into a greater understanding and appreciation for your field of study. Completion of
the following questions will help you outline your answers and organize your thoughts within an
appropriate framework. These practice questions will not be graded but you should apply the
same analytical skills and writing proficiencies that you will need for the writing assignments.
We suggest writing your answers on another piece of paper and comparing your results to the
suggested answers at the end of this chapter to help you identify any areas you need to review.
1. Illustrate why it is important that researchers follow the ethics established by their respective
professional groups.
2. Propose several ways to ensure high ethical standards.
39
GRM 697 The Research Process
Answer Keys
Key Term Definitions
Coercion: This refers to the idea that individuals should never be forced or pressured into
participating in a research study.
Informed consent: This refers to the process of obtaining consent from participants to be
included in a research study as well as the form or letter that is used to obtain consent.
Informed consent must include several elements, including the purpose of the research, the
fact that it is voluntary, potential risks and benefits, and a way to ask questions about the
study before or after participating.
Debriefing: In the case that an experiment was designed to have participants believe that the
purpose of the study was something other than the true purpose, it is ethically necessary to
inform the participants at the conclusion of the study. This may also involve further discussion
if participants are angry or distressed when they learn that they have been deceived.
Sharing benefits: When an experiment with more than one group leads to the discovery of a
beneficial treatment or intervention, the researchers are ethically obligated to share those
benefits with any groups that were not already exposed to that treatment or intervention.
Institutional review board: A group of people who review research proposals for the safety and
confidentiality of participants. Research studies must first be approved by this board before
investigators can begin recruiting participants.
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GRM 697 The Research Process
Solutions Guide
Suggested Solutions - Critical Analysis / Case Study Questions
1. Illustrate why it is important that researchers follow the ethics established by their respective
professional groups.
Although ethics in research always includes these basic components, research in certain
academic disciplines or with certain special populations requires more specific guidelines,
which are outlined by the particular organizations and should be followed in these
circumstances.
2. Propose several ways to ensure high ethical standards.
Ethical standards are maintained by knowing the ethical guidelines for various professional
organizations, involving institutional review boards in approving a research protocol, and
addressing each of the basic principles by employing various strategies for ensuring
protection of participants. In some cases, a research protocol must be modified significantly
from the original idea in order to make it safe and ethical for all participants.
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GRM 697 The Research Process
Notes
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GRM 697 The Research Process
Objectives
Chapter Four
Sampling and Generalizability
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Explain why good sampling techniques are essential to any
research project.
2.
Analyze the importance of generalizability.
3.
Differentiate between a sample and a population.
4.
Consider the difference between simple random sampling
and stratified sampling.
5.
Explain how probability and nonprobability sampling
strategies differ.
6.
Outline the meaning of sampling error and its importance to
research.
7.
Evaluate ways of reducing sampling error.
Instructions to Students
• Read pages 95-108 of your textbook
• Reference: Exploring Research, 8th
edition by Neil J. Salkind
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GRM 697 The Research Process
Overview
This chapter is designed to help students understand the differences between probability and
nonprobability sampling techniques and how sampling methods impact the generalizability of a
study’s results. Students will also be introduced to the concept of sampling error, its implications
and how it can be reduced. In addition, discussion regarding estimating sample size is addressed.
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GRM 697 The Research Process
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Sample:
Systematic sampling:
Stratified sampling:
Cluster sampling:
Proportional stratified sampling:
Sampling error:
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GRM 697 The Research Process
Summary
The basic concepts of sampling and generalizability are explained in this chapter. In addition, the
importance of how a sample is selected in order to achieve maximum generalizability is
demonstrated by comparing different methods of sampling. Ultimately, the generalizability of a
research study is a direct measure of its usefulness to the scientific community.
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GRM 697 The Resear...
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