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Research 1 > Module 3: DESIGNS AND METHODS INRESEARCH > Flashcards

Module 3: DESIGNS AND METHODS INRESEARCH Flashcards

1
Q

Types of Research

A

A. Pure or Basic Research
B. Applied Research

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2
Q

The reason for asking research questions are of two general kinds;

A

intellectual and practical

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3
Q

•also known as fundamental research.

A

Pure or Basic Research

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4
Q

•intellectual curiosity is the only motivational factor behindit

A

Pure or Basic Research

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5
Q

•concerned mainly with adding new information without necessarily having immediate application for its endresult

A

Pure or Basic Research

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6
Q

•focused up on a real life problem requiring an action or policydecision.

A

Applied Research

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7
Q

•tries to find out practical and immediate result; problem oriented and action directed.

A

Applied Research

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8
Q

•vast scope for applied research in the fields of technology, management, commerce, economics and other social sciences.

A

Applied Research

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9
Q

•the basic framework which provides guidelines for the rest of researchprocess.

A

RESEARCH DESIGN

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10
Q

constitute the blue print for the collection, measurement and analysis of data –

A

Bernard S Philips.

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11
Q

as the logical and systematic planning and directing a piece of research –

A

Pauline andYoung

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12
Q

the plan, structure and strategy of investigation conceived, so as to obtain answers to research questions and to control variants” –

A

Fred NKerlinger

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13
Q

it embodies a view of social reality as an external, objectivereality.

A

QUANTITATIVE RESEARCH METHOD

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14
Q

entailing the collection of numeric data; emphasizes quantification in the collection and the analysis ofdata.

A

QUANTITATIVE RESEARCH METHOD

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15
Q

entails a deductive approach to the relationship between theoryand research, Deductive Approach: Theory → Observations/Findings

A

QUANTITATIVE RESEARCH METHOD

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16
Q

meaning is from data generated; generalization is by population membership

A

QUANTITATIVE RESEARCH METHOD

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17
Q

Basic methodology for a quantitative research design

A

•usesdeductivereasoning
•investigate current theory surrounding the problem or issue
•the researcher forms a hypothesis
•collects data in an investigation of the problem
•uses the data from the investigation, after analysis is made and conclusions are shared, to prove the hypotheses not false or false.

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18
Q

emphasizes words rather than quantification in the collection and analysis ofdata

A
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19
Q

it embodies view of social reality as a constantly shifting emergent property of individuals’ creation; meaning is situational, decidedby the actors, negotiated, or by multipleperspectives

A
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20
Q

emphasizes an inductive approach to the relationship betweentheory and research, Inductive Approach: Observations/ Findings →Theory

A

QUALITATIVE RESEARCHMETHOD

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21
Q

Basic methodology for a qualitative research design

A

•inductivereasoning
•the researcher selects a general topic and then begins collecting information to assist in the formation of a hypothesis
•the data collected during the investigation creates the hypothesis for the researcher in this research design model.

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22
Q

numbers

A

Quantitative Research

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23
Q

words

A

Qualitative Research

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24
Q

point of view of researcher

A

Quantitative Research

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25
Q

point of view of participants

A

Qualitative Research

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26
Q

researcher is distant

A

Quantitative Research

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27
Q

researcher is close

A

Qualitative Research

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28
Q

structured

A

Quantitative Research

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29
Q

unstructured

A

Qualitative Research

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30
Q

generalization

A

Quantitative Research

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31
Q

contextual understanding

A

Qualitative Research

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32
Q

Deductive Approach: Theory→ Observations/Findings

A

Quantitative Research

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33
Q

Inductive Approach:Observations/ Findings →Theory

A

Qualitative Research

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34
Q

Types of Quantitative Research

A

1.Descriptive research
2. Correlational research
3. Causal-comparative
4. Experimental research

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35
Q

seeks to describe the current status of an identified variable

A

DESCRIPTIVE RESEARCH

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36
Q

Fact-finding with adequateinterpretation

A

DESCRIPTIVE RESEARCH

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37
Q

systematic collection of information requires careful selection of the units studied and careful measurement of each variable

A

DESCRIPTIVE RESEARCH

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38
Q

May or may not use statisticaltools

A

DESCRIPTIVE RESEARCH

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39
Q

Gathering of data regarding presentconditions

A

Descriptive survey

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40
Q

Surveys are made to ascertain the normal or typicalconditions

A

Descriptive-normative survey

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41
Q

Ex. Preferred Degree Programs Among Low Income Families in BaguioCity

A

Descriptive-normative survey

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42
Q

Seeks to answer questions to realfacts

A

Descriptive status

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43
Q

Ex. Students’ Appraisal of their Physical Wellbeing in Relationto CityCrimes

A

Descriptivestatus

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44
Q

Determines or describes the nature of an object by dissecting it intoparts

A

Descriptive analysis

45
Q

For taxonomic studies in the naturalsciences

A

Descriptive –classification

46
Q

To appraise the worthiness of a currentstudy

A

Descriptive –evaluative

47
Q

Relate the efficiency or effectiveness of practices, policies, instrumentsor other variables that may beconsidered

A

Descriptive –evaluative

48
Q

Two entities arecompared

A

Descriptive comparative

49
Q

attempts to determine the extent of a relationship between two or more variables using statistical data

A

CORRELATIONAL RESEARCH

50
Q

recognize trends and patterns in data, but it does not go so far in its analysis to prove causes for these observed patterns.

A

CORRELATIONAL RESEARCH

51
Q

Cause and effect is not the basis of this type of observational research.

A

CORRELATIONAL RESEARCH

52
Q

Variables are not manipulated; they are only identified and are studied as they occur in a natural setting.

A

CORRELATIONAL RESEARCH

53
Q

Therelationship between intelligence and self-esteem

A

CORRELATIONAL RESEARCH

54
Q

The relationship between diet and anxiety

A

CORRELATIONAL RESEARCH

55
Q

The relationship between an aptitude testand success in an algebracourse

A

CORRELATIONAL RESEARCH

56
Q

The relationship between ACT scores and the freshman grades

A

CORRELATIONAL RESEARCH

57
Q

The relationships between the types of activities usedin math classrooms and student achievement

A

CORRELATIONAL RESEARCH

58
Q

The covarianceof smoking and lung disease

A

CORRELATIONAL RESEARCH

59
Q

theresearchermanipulatesoneor more independent variables and observes whether there are corresponding changes on the dependent variable(s)

A

EXPERIMENTALRESEARCHDESIGN

60
Q

Basic Characteristics of True Experimental Designs:

A

•Manipulation
•Control
•Randomization

61
Q

SUMMARY OF EXPERIMENTAL RESEARCH DESIGN

A

EXPERIMENTALRESEARCHDESIGN

62
Q

The effect of a new treatment plan on breastcancer

A

EXPERIMENTALRESEARCHDESIGN

63
Q

The effect of positive reinforcement on attitude toward school

A

EXPERIMENTALRESEARCHDESIGN

64
Q

The effect of teaching with a cooperative group strategy or a traditional lecture approach onstudents’ achievement

A

EXPERIMENTALRESEARCHDESIGN

65
Q

The effect of a systematic preparation and support system on children who were scheduled for surgery on the amount of psychological upset andcooperation

A

EXPERIMENTALRESEARCHDESIGN

66
Q

A comparisonof the effect of personalized instructionvs. traditional instruction on computational skill

A

EXPERIMENTALRESEARCHDESIGN

67
Q

Also known as “ex post facto” research. (Latin for “after the fact”).

A

CAUSAL-COMPARATIVE

68
Q

research investigators attempt to determine the cause or consequences of differences that already exist between or among groups of individuals

A

CAUSAL-COMPARATIVE

69
Q

an attempt to identify a causative relationship between an independent variable and a dependent variable

A

CAUSAL-COMPARATIVE

70
Q

The relationship between the independent variable and dependent variable is usually a suggested relationship (not proven) because you (the researcher) do not have complete control over the independent variable.

A

CAUSAL-COMPARATIVE

71
Q

An appropriate way to approach this situation would be with a causal-comparative study.

You (the researcher) observe that 2 groups differ on some variable (teaching style) and then attempt to find the reason for (or the results of) this difference. Note that the difference has already occurred.

A

CAUSAL-COMPARATIVE

72
Q

The effect of preschoolattendance on social maturity at the end of the first grade

A

CAUSAL-COMPARATIVE

73
Q

The effect of taking multivitamins on a students’ school absenteeism

A

CAUSAL-COMPARATIVE

74
Q

The effect ofgender on algebra achievement

A

CAUSAL-COMPARATIVE

75
Q

The effect of part-time employment on the achievement of high schoolstudents

A

CAUSAL-COMPARATIVE

76
Q

The effect ofmagnet school participation on studentattitude

A

CAUSAL-COMPARATIVE

77
Q

The effect of ageon lungcapacity

A

CAUSAL-COMPARATIVE

78
Q

follow up two or more groups from exposure tooutcome

A

COHORTSTUDIES

79
Q

They compare the experience of one group exposed to a factor (exposed group) with that of the other which was not exposed to the factor (controlgroup).

A

COHORTSTUDIES

80
Q

TYPES OF QUALITATIVERESEARCHES

A

NARRATIVE RESEARCH
HISTORICAL RESEARCH
PHENOMENOLOGICAL RESEARCH
ETHNOGRAPHICAL RESEARCH

CONTENT ANALYSIS
CASE STUDY DESIGN
GROUNDED THEORY

81
Q

a method that includes the analysis of the characteristics of the narrative text, and recently of the meaning of inter-human relations in social, historical, and cultural contexts [Hoshmand, 2005; Felton & Stickley,2018].

A

NARRATIVE RESEARCH

82
Q

Instead of looking for themes that emerge from an account, it concentrates on the sequential unfolding of someone’s story so there is an emphasis oncharacters.

A

NARRATIVE RESEARCH

83
Q

For example, a researcher wants to study the effects of physical punishment in schools in the 20th century, is a narrative research [Grbich,2007].

A

NARRATIVE RESEARCH

84
Q

In narrative research data are collected by observations, diaries, letters, interviews, artifacts, and photographs [Lenberg et al., 2017].

A

NARRATIVE RESEARCH

85
Q

A systematic and critical inquiry of the whole truth of past events using the critical method in the understanding and interpretation of facts applicable to current issues and problems.

A

HISTORICAL RESEARCH

86
Q

Since the method is dependent of documented data, the validity of such data are subjected to internal and external criticism

A

HISTORICAL RESEARCH

87
Q

-authenticity or genuineness of thedata

A

External criticism

88
Q
  • the accuracy of the data, and is considered after the data are considered to be genuine.
A

Internal criticism

89
Q

The sources of historical data are divided them into four types [Danto,2008]:

A

•A) primary sources
•B) secondary sources
•C) official records
•D)private materials

90
Q

(these are original documents found inarchives)

A

•A) primary sources

91
Q

(works by other authors writing abouthistory)

A

•B) secondary sources

92
Q

(official records from various institutions, case reports)

A

•C) official records

93
Q

(chronicles, autobiographies, diaries, memoirs, records of oralhistory).

A

•D)private materials

94
Q

a design of inquiry coming from philosophy and psychology in which the researcher describes the lived experiences of individuals about a phenomenon as described by participants [Creswell,2014].

A

PHENOMENOLOGICAL RESEARCH

95
Q

For example, we need to increase our knowledge about experiences of new teachers with technology and the influence of these experiences on their teaching practice and on studentlearning.

A

PHENOMENOLOGICAL RESEARCH

96
Q

the word ethnography comes from Greek [?] which means ‘folk, people, and nation’, and [?] means ‘Iwrite’.

A

ethnos
grapho

97
Q

-“The systematic process of observing, detailing, describing, documenting, and analyzing the life ways or particular patterns of a culture (or subculture) to grasp the life ways or patterns of the people in their familiar environment.” (Leininger,1985]

A

Ethnography

98
Q

For example, a person decides to go and live in an Indigenous Community, and study the culture and their educational practices for ethnographical researchpurpose.

A

ETHNOGRAPHICAL RESEARCH

99
Q

For example, an adult researcher wishing to understand the mathematical concepts of young children will find full participationin the children’s world of mathematics difficult; observation will beeasier.

A

ETHNOGRAPHICAL RESEARCH

100
Q

Adetailedandsystematicexaminationofthecontentsofaparticular bodyofmaterialsforthepurposeofidentifyingpatterns,themes,or biases.”(LeedyandOrmrod,2001)

A

CONTENT ANALYSIS

101
Q

used by sociologists to analyze social life by interpreting words and images from documents, books, newspapers, films, arts, music, and other cultural products andmedia

A

CONTENT ANALYSIS

102
Q

Content analysis is on counting, where researchers wouldcount occurrences of a word, phrase, ortheme.

A

CONTENT ANALYSIS

103
Q

Case study is an in-depth exploration from multiple perspectives of the complexity and uniqueness of a particular project,policy, institution, program or system in a real life” [Simons,2009].

A

CASE STUDY DESIGN

104
Q

Commonly the term “case” associates the case study with a location, such as a community or organization and the emphasis is upon an intensive examination of thesetting.

A

CASE STUDY DESIGN

105
Q

developed in 1967 by two sociologists, Barney Glaser,and Anselm Strauss, in their book ‘The Discovery of the Grounded Theory’ from real life observations.

A

GROUNDED THEORY

106
Q

an approach to theory development grounded/rooted in the data rather than empirical testing of the theory, that is, data are collected and analyzed, and then a theory is developed which is grounded in the data [Glaser & Strauss,1967].

A

GROUNDED THEORY

107
Q

The main aim is to generate theory from field by using observations [Walia,2015].

A

GROUNDED THEORY

108
Q

For example, students could be required to reassess the power they use in leadership situations to achieve their desired results.

A

GROUNDED THEORY

109
Q

According to Creswell the grounded theory research is “Researcher attempts to derive a general, abstract theory of a process, action, or interaction grounded in the viewsof participants in a study” [Creswell,2009].

A

GROUNDED THEORY

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