| a. The standard deviation divided by the square root of N | ||
| b. The standard deviation | ||
| c. The mean divided by the population standard deviation | ||
| d. The population mean |
| a. Because it is historical in nature | ||
| b. Because qualitative researchers are not concerned with the time order of causality | ||
| c. Because such research requires an immersive involvement of the researcher at the study site for an extended period of time | ||
| d. Because it is an iterative process of moving from pieces of observations to the entirety of the social phenomenon and then back to observations |
| a. Because qualitative research assumes that social phenomena is situated within and cannot be isolated from its social context | ||
| b. Because researchers are often embedded within the social context that they are attempting to study | ||
| c. Because such research requires an immersive involvement of the researcher at the study site for an extended period of time | ||
| d. Because it is an iterative process of moving from pieces of observations to the entirety of the social phenomenon and then back to observations |
| a. Because it is historical in nature | ||
| b. Because qualitative researchers are not concerned with the time order of causality | ||
| c. Because such research requires an immersive involvement of the researcher at the study site for an extended period of time | ||
| d. Because it is an iterative process of moving from pieces of observations to the entirety of the social phenomenon and then back to observations |
| a. Because qualitative research assumes that social phenomena is situated within and cannot be isolated from its social context | ||
| b. Because researchers are often embedded within the social context that they are attempting to study | ||
| c. Because such research requires an immersive involvement of the researcher at the study site for an extended period of time | ||
| d. Because it is an iterative process of moving from pieces of observations to the entirety of the social phenomenon and then back to observations |
| a. The extent to which conclusions derived using a statistical procedure is valid | ||
| b. How well a measure actually captures a concept on its face | ||
| c. How well a given measurement scale is measuring the theoretical construct that it is expected to measure | ||
| d. The extent to which a measure can be generalized to the population of interest |
| a. Whether the observed associations can be generalized from the sample to the population | ||
| b. Whether the observed change in a dependent variable is indeed caused by a corresponding change in hypothesized independent variable, and not by variables extraneous to the research context | ||
| c. Whether the operationalization of a concept actually measures the concept | ||
| d. Whether the measurement of concept seems appropriate in its face |
| a. Logic, consistency, explanatory power, falsifiability, and parsimony | ||
| b. Simplicity, measurability, inductiveness, and falsifiability | ||
| c. Deducibility, broad focus, and measurability | ||
| d. Deducibility and inductiveness |
| a. Use fewer observations | ||
| b. Use controls | ||
| c. Avoid having more than two variables | ||
| d. Do not randomize |
| a. They do not use random assignment. | ||
| b. They do not use a control group. | ||
| c. They have multiple treatment groups. | ||
| d. They use random assignment. |
| a. It is apparent in the research design. | ||
| b. They only do studies with participants who are in pools of research subjects. | ||
| c. They get informed consent. | ||
| d. None of the above |
| a. Academic publishers will not publish research that is unethical. | ||
| b. Researchers are all trained in ethics in their education. | ||
| c. All research is peer reviewed. | ||
| d. Academic researchers are required to submit their research plans to a review board before conducting it. |
| a. Epistemologies | ||
| b. Hunches | ||
| c. Theories | ||
| d. Ontologies |
| a. The individual | ||
| b. Gender | ||
| c. Mexico | ||
| d. Opinion about the legality of abortion |
| a. The possibility that subjects may be dropping out from the treatment and control groups at different rates | ||
| b. The possibility that the difference between pretest and posttest scores is not due to the treatment | ||
| c. Too large a sample of subjects | ||
| d. A random sample |
| a. Control group | ||
| b. Treatment group | ||
| c. Non-equivalent group | ||
| d. equivalent group |
| a. Exploratory, inferential, descriptive, and testable | ||
| b. Replicable, deductive, falsifiable, and precise | ||
| c. Theoretical, inductive, deductive, and valid | ||
| d. Replicable, precise, falsifiable, and parsimonious |
| a. An introduction, a list of the main ideas, methodology, a blueprint, and the results | ||
| b. A blueprint, an introduction, a literature review, a summary of the data, and the results | ||
| c. An introduction, a literature review, a list of the key measures, the results, and a conclusion | ||
| d. An introduction, a literature review, the methodology, the results, and a conclusion |
| a. Inclusion, logic, theory, randomization, and elimination | ||
| b. Exclusion, logic, elimination, statistical control, and randomization | ||
| c. Manipulation, elimination, inclusion, statistical control, and randomization | ||
| d. The only way is through statistical control. |
| a. The independent variable, the theoretical expectations, and the dependent variable | ||
| b. The populations you wish to compare, the dependent variable, and the independent variable | ||
| c. The operationalization of the variables, the populations you wish to compare, the size of the expected effect | ||
| d. The populations you wish to compare, the dependent variable, and the type or direction of the effect |
| a. Calculate, course, consequences | ||
| b. Confer, causes, course | ||
| c. Causes, course, consequences | ||
| d. Compute, causes, course |
| a. It is accurate. | ||
| b. It is valid. | ||
| c. It is reliable. | ||
| d. It is valid and reliable. |
| a. It is valid. | ||
| b. It is accurate. | ||
| c. It is reliable. | ||
| d. It is valid and reliable. |
| a. If there is an alternative hypothesis | ||
| b. If there is a null hypothesis | ||
| c. If the values on a variable are normally distributed | ||
| d. If there is an association between two variables |
| a. Phenomenology | ||
| b. Non-experimental research | ||
| c. Interpretive research | ||
| d. Case research |
| a. Phenomenology | ||
| b. Non-experimental research | ||
| c. Interpretive research | ||
| d. Case research |
| a. A subset of a sample | ||
| b. A list from where a sample can be drawn | ||
| c. A portion of the population | ||
| d. All of the above |
| a. It is when interviewers lead respondents into the desired response. | ||
| b. It is when the correct response is the most popular one. | ||
| c. It is when respondents spin the truth in order to portray themselves in a socially desirable manner. | ||
| d. It is when the correct response is the least popular one. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. Qualitative research does not use sampling. | ||
| b. Qualitative research relies heavily on purposive sampling. | ||
| c. Quantitative research relies heavily on purposive sampling. | ||
| d. Qualitative research does not use data. |
| a. Qualitative research does not use sampling. | ||
| b. Qualitative research relies heavily on purposive sampling. | ||
| c. Quantitative research relies heavily on purposive sampling. | ||
| d. Qualitative research does not use data. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. It is research that emphasizes studying a phenomenon within the context of its culture. | ||
| b. It is an interactive method of inquiry that assumes that complex social phenomena are best understood by introducing changes into those phenomena and observing the effects of these changes on the phenomena of interest. | ||
| c. It is a research method that emphasizes the study of conscious experiences as a way of understanding the reality around us. | ||
| d. It is an inductive technique based on qualitative data usually generated from interviews, focus groups, narratives, or audio/video recordings. |
| a. They will all be different values. | ||
| b. They will all be the same value. | ||
| c. It varies. | ||
| d. The mean will tend to be higher than the median and mode. |
| a. Look for measures in use that have documented reliability and validity | ||
| b. Include several measures for each element of their construct | ||
| c. Only use the operations developed by specialists in the discipline | ||
| d. Include a pilot study to test the validity of the measure |
| a. 5 | ||
| b. 6 | ||
| c. 7 | ||
| d. 8 |
| a. 5 | ||
| b. 6 | ||
| c. 7 | ||
| d. 8 |
| a. Operationalizing | ||
| b. Conceptualizing | ||
| c. Measuring | ||
| d. Codifying |
| a. 5 | ||
| b. 6 | ||
| c. 7 | ||
| d. 8 |
| a. Many of these studies start without specific research questions. | ||
| b. Case sites are often chosen based on access and convenience. | ||
| c. Many studies provide very little details on how data was collected. | ||
| d. All of the above |
| a. External validity | ||
| b. Generalizability | ||
| c. Internal validity | ||
| d. Theoretical |
| a. Internal validity | ||
| b. Inexpensive | ||
| c. External validity | ||
| d. Does not require quantitative skills to analyze the data |
| a. It lacks detail. | ||
| b. It is typically not generalizable. | ||
| c. It is too nuanced. | ||
| d. It is atheoretical. |
| a. Nominal | ||
| b. Interval | ||
| c. Ordinal | ||
| d. Ratio |
| a. Nominal | ||
| b. Interval | ||
| c. Ordinal | ||
| d. Ratio |
| a. Nominal | ||
| b. Interval | ||
| c. Ordinal | ||
| d. Ratio |
| a. You would generate a correlation coefficient. | ||
| b. You would look at a frequency distribution. | ||
| c. You would use a crosstab to generate a chi-square test of independence. | ||
| d. None of the above |
| a. 100% | ||
| b. 25% | ||
| c. 68% | ||
| d. 95% |
| a. Stratified | ||
| b. Cluster | ||
| c. Matched-pairs | ||
| d. Multi-stage |
| a. Non-probability | ||
| b. Stratified | ||
| c. Probability | ||
| d. Quota |
| a. Stratified | ||
| b. Cluster | ||
| c. Matched-pairs | ||
| d. Multi-stage |
| a. Stratified | ||
| b. Proportional | ||
| c. Matched-pairs | ||
| d. Quota |
| a. Stratified | ||
| b. Cluster | ||
| c. Matched-pairs | ||
| d. Multi-stage |
| a. Construct validity | ||
| b. Concurrent validity | ||
| c. Face validity | ||
| d. Predictive validity |
| a. Study participants were subjected to both mortal threat and personal agony. | ||
| b. Study participants' anonymity was not maintained. | ||
| c. Study participants were not paid. | ||
| d. Study participants were not given reports on the results of the study. |
| a. It is more appropriate at the outset of theory generation. | ||
| b. It is more appropriate for theory testing and for establishing generalizability. | ||
| c. It is appropriate if the situation is unique. | ||
| d. All of the above |
| a. Chi-square analyses | ||
| b. Cross tabulations | ||
| c. Bivariate regression analyses | ||
| d. All of the above |
| a. To discover and describe regularities and to develop theories that explain these regularities | ||
| b. To make discoveries that improve human existence | ||
| c. To invent things | ||
| d. To explain why things happen |
| a. It tends to consume more time and resources than quantitative research. | ||
| b. It requires well-trained researchers who can conduct such research without injecting their personal biases or preconceptions into the study's design, data collection, or data analytic procedures. | ||
| c. Given the heavily contextualized nature of inferences drawn from qualitative research, such inferences do not lend themselves well to replicability or generalizability. | ||
| d. All of the above |
| a. It tends to consume more time and resources than quantitative research. | ||
| b. It requires well-trained researchers who can conduct such research without injecting their personal biases or preconceptions into the study's design, data collection, or data analytic procedures. | ||
| c. Given the heavily contextualized nature of inferences drawn from qualitative research, such inferences do not lend themselves well to replicability or generalizability. | ||
| d. All of the above |
| a. It relies too much on the individual as opposed to social interaction. | ||
| b. It lacks generalizability. | ||
| c. It lacks flexibility. | ||
| d. All of the above |
| a. It relies too much on the individual as opposed to social interaction. | ||
| b. It lacks generalizability. | ||
| c. It lacks flexibility. | ||
| d. All of the above |
| a. It is well-suited for exploring hidden reasons behind complex, interrelated, or multifaceted social processes. | ||
| b. It is often helpful for theory construction in areas with no or insufficient a priori theory. | ||
| c. It is appropriate for studying context-specific, unique, or idiosyncratic events or processes. | ||
| d. All of the above |
| a. It is well-suited for exploring hidden reasons behind complex, interrelated, or multifaceted social processes. | ||
| b. It is often helpful for theory construction in areas with no or insufficient a priori theory. | ||
| c. It is appropriate for studying context-specific, unique, or idiosyncratic events or processes. | ||
| d. All of the above |
| a. Follow a bottom-up conceptual analysis of different sets of predictors potentially relevant to the target phenomenon using a predefined framework. | ||
| b. Extend or modify existing theories to explain a new context. | ||
| c. Apply existing theories in entirely new contexts. | ||
| d. All of the above |
| a. They do not involve controlling for or manipulating independent variables or treatments. | ||
| b. The dependent variables are measured at a later point in time. | ||
| c. They involve small samples. | ||
| d. The independent and dependent variables are measured at the same point in time. |
| a. It is strong on external validity. | ||
| b. It is commonly used in quantitative research designs. | ||
| c. It is good for testing hypotheses. | ||
| d. It is useful when researchers seek in-depth responses from a small group of people. |
| a. It has a very structured and inflexible design. | ||
| b. It offers naturalistic inquiry with personal contact and insight. | ||
| c. It is used to test hypotheses. | ||
| d. It is usually appropriate to use statistical analyses in analyzing qualitative research. |
| a. It has a very structured and inflexible design. | ||
| b. It offers naturalistic inquiry with personal contact and insight. | ||
| c. It is used to test hypotheses. | ||
| d. It is usually appropriate to use statistical analyses in analyzing qualitative research. |
| a. For testing differences in two variances. | ||
| b. Testing for equality of proportions. | ||
| c. Testing to make inferences about a population median. | ||
| d. None of the above. |
| a. For testing differences in two variances. | ||
| b. Testing for equality of proportions. | ||
| c. Testing to make inferences about a population median. | ||
| d. None of the above. |
| a. Operationalizing | ||
| b. Conceptualizing | ||
| c. Measuring | ||
| d. Codifying |
| a. Intuition | ||
| b. Statistics | ||
| c. Theory | ||
| d. None of the above |
| a. A variable defines constructs in terms of how they will be empirically measured. | ||
| b. A variable is an abstract measure of a concept. | ||
| c. A variable is an abstract concept that is specifically chosen to explain a given phenomenon. | ||
| d. A variable is a generalizable property or characteristic associated with an object, event, or person. |
| a. The goal of the researcher when performing deductive research is to infer theoretical concepts and patterns from observed data. | ||
| b. The goal of the researcher when performing deductive research is to simply eliminate the alternative explanations. | ||
| c. The goal of the researcher when performing deductive research is to test concepts and patterns known from theory using new empirical data. | ||
| d. The goal of the researcher when performing deductive research is to avoid inductive inferences. |
| a. Before the 20th century, political science was much the same as it is now. | ||
| b. Political science did not exist before the 20th century. | ||
| c. Before the 20th century, political science primarily concerned itself with quantitative descriptions of government. | ||
| d. Before the 20th century, political science was essentially philosophy focused on political questions and government. |
| a. Statistical significance between two variables implies causality. | ||
| b. Statistical Significance between two variables does not imply causality because a third variable may explain the relationship. | ||
| c. Statistical significance tests are not appropriate for comparing two variables. | ||
| d. None of the above are true. |
| a. An alternative hypothesis represents the prediction a researcher is making. | ||
| b. An alternative hypothesis represents all possible outcomes other than the researcher's prediction. | ||
| c. An alternative hypothesis is the same as a null hypothesis. | ||
| d. An alternative hypothesis is the only hypothesis that is tested. |
| a. Choosing the most suitable measurement approach | ||
| b. Choosing the specific process for measuring the construct | ||
| c. Conducting a pilot study to test the measurement strategy | ||
| d. Developing a definition of the concept that uses easily understandable terms |
| a. There is too much data. | ||
| b. They are typically conducted selectively as opposed to randomly. | ||
| c. The sample sizes are typically too large. | ||
| d. Interviews are subjective. |
| a. There is too much data. | ||
| b. They are typically conducted selectively as opposed to randomly. | ||
| c. The sample sizes are typically too large. | ||
| d. Interviews are subjective. |
| a. It is lacking in controlled observations, controlled deductions, replicability, and generalizability of findings. | ||
| b. It fails to use inductive reasoning. | ||
| c. It is not useful for theory building. | ||
| d. It does not appropriately use within-case and cross-case data analysis. |
| a. Because respondents are forced into one answer when there may be more than response that represent their opinion | ||
| b. Because respondents are forced into more than one answer when there may be only one response that represents their opinion | ||
| c. Because it repeats the same word more than once making it confusing | ||
| d. Because the question simply repeats another question but worded in a different way |
| a. Because this shapes the kinds of hypotheses you can make | ||
| b. Because it will guide the data collection | ||
| c. Because it determines what inferences can be made | ||
| d. All of the above |
| a. To be more thorough | ||
| b. Because we may be wrong if we use only one method | ||
| c. Because any single method may only partially address the construct | ||
| d. Because using multiple methods allows for more sophisticated statistical analysis |
| a. Because it cannot be devoid of personal value judgments | ||
| b. Because it cannot produce generalizable theory | ||
| c. Because there is no way to test hypotheses | ||
| d. Because it is too young a discipline |
| a. Whether the observed associations can be generalized from the sample to the population | ||
| b. Whether the observed change in a dependent variable is indeed caused by a corresponding change in hypothesized independent variable, and not by variables extraneous to the research context | ||
| c. Whether the operationalization of a concept actually measures the concept | ||
| d. Whether the measurement of concept seems appropriate in its face |
| a. To engage in "sense-making" | ||
| b. Hypothesis testing | ||
| c. Experiments | ||
| d. Historical analysis |
| a. To engage in "sense-making" | ||
| b. Hypothesis testing | ||
| c. Experiments | ||
| d. Historical analysis |
| a. A summary of the frequency of individual values or ranges of values for a variable | ||
| b. A graph that describes the distribution of several variables | ||
| c. A table that describes the relationship between two variables | ||
| d. A summary of the number of cases in a dataset |
| a. A statement about the expected relationship between variables | ||
| b. A system of constructs and propositions that collectively presents a logical, systematic, and coherent explanation of a phenomenon of interest | ||
| c. A loose framework for understanding phenomena | ||
| d. A proposition that explains a single situation is detail |
| a. Hypotheses that test theories. | ||
| b. A standardized set of techniques for building scientific knowledge. | ||
| c. A formalized structure for creating statistical analyses. | ||
| d. None of the above |
| a. When the standard deviation of the population is large | ||
| b. When the population is normally distributed | ||
| c. When the sample size is relatively large | ||
| d. When only one random sample is drawn from the population |
| a. To avoid bias | ||
| b. To increase generalizability | ||
| c. To be ethical | ||
| d. To increase validity |