2-9

Question 1

What are the characteristics and limitations of survey research?

Answer 1

characteristics:

limitations: purely correlational, no causal inferences can be drawn

Question 2

How to design a questionnaire:

Answer 2

1) cearly define your topic
2) collect demographic informatoin
3) Questionnaie must also have items mearsuring target behavoir

Question 3

open-ended: pros/cons

Answer 3

respondents are asked to anser a question in their own words

pros:

cons:

Question 4

respondents are asked to anser a question in their own words

Answer 4

open-ended

Question 5

restricted: pros/cons

Answer 5

respondents are given a list of alternatives and check te desired alternative

pros:

cons:

Question 6

respondents are given a list of alternatives and check te desired alternative

Answer 6

restricted

Question 7

partially open-ended

Answer 7

an “other” alternative is added to a restricted item, allowing the respondent to write in an alternative

pros:

cons:

Question 8

an “other” alternative is added to a restricted item, allowing the respondent to write in an alternative

Answer 8

partially open-ended

Question 9

likert scale

Answer 9

a 5-point scale used to assess attitudes

pros:

cons:

Question 10

a 5-point scale used to assess attitudes

Answer 10

likert scale

Question 11

rating scale

Answer 11

respondents circle a number on a scale that best reflects their opinion

pros:

cons:

Question 12

respondents circle a number on a scale that best reflects their opinion

Answer 12

rating scale

Question 13

How do we handle the gathering of sensitive questions through survey research?

Answer 13

Place sensitive or objectionable items after less sensitive/objectionable items

Question 14

How can you administer your questionnaire?

Answer 14

internet survey and interviews (face-to-face)

Question 15

internet survey: pros/cons

Answer 15

Survey distributed via e-mail or on a Web site

pro:

con:

Question 16

Survey distributed via e-mail or on a Web site

Answer 16

internet survey

Question 17

interviews (face-to-face): pros/cons

Answer 17

Participants are asked questions in a face-to-face structured or
unstructured format

pros:

cons:

Question 18

Participants are asked questions in a face-to-face structured or
unstructured format

Answer 18

interviews (face-to-face)

Question 19

What are the three types of reliability?

Answer 19

test-retest
parallel forms
split-half

Question 20

test-retest reliability

Answer 20

Requires multiple administrations of a test

Question 21

Requires multiple administrations of a test

Answer 21

test-retest reliability

Question 22

parallel form

Answer 22

An alternate form of the test is administered the second time

Question 23

An alternate form of the test is administered the second time

Answer 23

parallel form

Question 24

split-half

Answer 24

Items from one half of a test are correlated with items from the second
half of a test

Question 25

Items from one half of a test are correlated with items from the second half of a test

Answer 25

split-half

Question 26

How to increase reliability?

Answer 26

• Increase the number of items on your questionnaire • Standardize the conditions under which the test is administered (e.g., timing procedures, lighting, ventilation, instructions) * Make sure you score your questionnaire carefully, eliminating scoring errors * Make sure items on your questionnaire are clearly written and appropriate for those who will complete your questionnaire

Question 27

What are the three types of validity of questionnaires?

Answer 27

content construct criterion-related

Question 28

content validity

Answer 28

how adequately the content of a test samples the knowledge, skills, or behaviors that the test is intended to measure.

Question 29

how adequately the content of a test samples the knowledge, skills, or behaviors that the test is intended to measure.

Answer 29

content validity

Question 30

construct validity

Answer 30

a test is designed to measure a “construct,” which is a variable, not directly observable, that has been developed to explain behavior on the basis of some theory.

Question 31

a test is designed to measure a variable, not directly observable, that has been developed to explain behavior on the basis of some theory.

Answer 31

construct validity

Question 32

criterion-related validity

Answer 32

reflects how adequately a test score can be used to infer an individual’s value on some “criterion” measure.

Question 33

reflects how adequately a test score can be used to infer an individual’s value on some specific measure.

Answer 33

criterion-related validity

Question 34

What are the five types of sampling?

Answer 34

``` simple random sampling stratified sampling proportionate sampling systematic sampling cluster sampling ```

Question 35

simple random sampling

Answer 35

randomly select a sample from the population

Question 36

Randomly select a sample from the population

Answer 36

simple random sampling

Question 37

stratified sampling

Answer 37

A sampling technique designed to ensure a representative sample that involves dividing the population into segments (strata) and randomly sampling from each stratum.

Question 38

A sampling technique designed to ensure a representative sample that involves dividing the population into segments (strata) and randomly sampling from each stratum.

Answer 38

stratified sampling

Question 39

proportionate sampling

Answer 39

A variation of stratified sampling in which the proportion of subjects sampled from each stratum is matched to the proportion of subjects in each stratum in the population.

Question 40

A variation of stratified sampling in which the proportion of subjects sampled from each stratum is matched to the proportion of subjects in each stratum in the population.

Answer 40

proportionate sampling

Question 41

systematic sampling

Answer 41

A sampling technique in which every kth element is sampled after a randomly determined start.

Question 42

A sampling technique in which every kth element is sampled after a randomly determined start.

Answer 42

systematic sampling

Question 43

cluster sampling

Answer 43

A sampling technique in which naturally occurring groups (such as students in an elementary school class) are randomly selected for inclusion in a sample.

Question 44

A sampling technique in which naturally occurring groups (such as students in an elementary school class) are randomly selected for inclusion in a sample.

Answer 44

cluster sampling

Question 45

random sampling

Answer 45

A sample drawn from the population such that every member of the population has an equal opportunity to be included in the sample.

Question 46

A sample drawn from the population such that every member of the population has an equal opportunity to be included in the sample.

Answer 46

random sampling

Question 47

nonrandom sampling

Answer 47

A specialized sample of subjects used in a study who are not randomly chosen from a population.

Question 48

A specialized sample of subjects used in a study who are not randomly chosen from a population.

Answer 48

nonrandom sampling