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NCE > Research and Program Evaluation > Flashcards

Research and Program Evaluation Flashcards

1
Q

Research question

A
  • relational, descriptive, causal
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2
Q

Quasi-experiment

A
  • the researcher uses preexisting groups, hence the independent variable (IV) cannot be altered (example gender, age, etc). in this type of experiment, one cannot say with any degree of statistical confidence that the IV caused the dependent variable (DV)
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3
Q

Internal Validity

A
  • whether the DVs were truly influenced by the experimental IVs
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4
Q

Threats to interval validity

A
  • maturation of subjects, mortality (subject withdrawing), instruments used, statistical regression
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5
Q

External Validity

A
  • whether the results can be generalized to a large population. e.g if the results of a study only apply to the population in the study then the external validity is low.
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6
Q

Chi-square

A
  • non-parametric statistical measure that tests whether a distribution differs significantly from an expected theoretical distribution
  • it’s used to determine whether an obtained distribution differs significantly from an expected distribution
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7
Q

Non-parametric

A
  • only able to make a few assumptions
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8
Q

Factor analysis

A
  • data reduction
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9
Q

Parsimony

A
  • interpreting the results in the simplest way
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10
Q

Occam’s Razor

A
  • suggests interpreting the results in the simplest manner
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11
Q

Bubbles

A
  • flaws in research
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12
Q

Journal of Counseling Psych

A
  • publishes more counseling research articles than any other periodical in the field
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13
Q

Confounding

A
  • Occurs when an undesirable variable are not kept out of the experiment, flaw the experiment, all correlational research is said to be confounded
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14
Q

Basic Research

A
  • conducted to advance our understanding of theory
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15
Q

Applied Research

A
  • conducted to advance our knowledge of how theories, skills, and techniques can be used in terms of practical application.
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16
Q

IV

A
  • variable research manipulates, controls
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17
Q

DV

A
  • expresses the outcome of the data
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18
Q

Control group

A
  • does not receive the IV (treatment)
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19
Q

Experimental group

A
  • receives the IV
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20
Q

Ethics:

A
  1. subjects are informed of any risks
  2. negative after effects are removed
  3. allowed to withdraw at any time
  4. confidentiality of subjects are protected
  5. results reported in an accurate format
  6. Only use techniques you are trained in
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21
Q

30 people

A
  • to conduct a true experiment
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22
Q

100 people

A
  • for a survey
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23
Q

Organismic variable

A
  • variable researchers cannot control yet exist. E.g: height, weight, gender, natural variable
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24
Q

R.A Fisher

A
  • Hypothesis testing

- determining if the null hypothesis is to be accepted or rejected

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25
Q

Hypothesis

A
  • educated guess
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26
Q

Research hypothesis

A
  • testable expected relationship between two or more variables
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27
Q

Null hypothesis

A
  • suggest that there will not be a significant difference between the experimental group and the control group
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28
Q

Meta-analysis

A
  • study that analyzes the findings of numerous studies
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29
Q

Alternative hypothesis

A
  • asserts that IV causes a change
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30
Q

Inferential statistical

A
  • provide information about the population
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31
Q

Descriptive Analysis

A
  • merely describe the data
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32
Q

T-test

A
  • compares 2 groups

- used to ascertain whether 2 sample means are significantly different

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33
Q

two-tailed T-test

A
  • non-directional experimental hypothesis
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34
Q

One-tailed T-test

A
  • directional experimental hypothesis, the hypothesis specifies that one average mean is larger than the other
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35
Q

Between-subjects design

A
  • when a research study uses different subjects for each condition, each subject receives only 1 values of the IV, exploring the effects of treatment between two groups.
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36
Q

Within-subject design

A
  • same subjects are employed, 2 or more values/levels of the IV are administered to each subject, assess changes that occur as they experience the intervention
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37
Q

Parameter

A
  • summarizes a characteristic of a population
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38
Q

Split-Plot design

A
  • assess a general intervention on whole plot and other treatments to subplots within the whole
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39
Q

Ethnographic research

A
  • involves information collected via interviews, observations, and the inspection of documents
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40
Q

P level

A
  • level of significance/ level of confidence
  • .05 on 5% chance the different between control and experimental group is due to chance factors
  • .01
  • .001 rules out chance levels - high confidence of less error
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41
Q

Type I Error (alpha)

A
  • researchers rejects the null when it is true

- raising sample sizes lowers type 1 and 2 errors

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42
Q

Type II Error (beta)

A
  • researchers accept the null when it is false

- raising sample sizes lowers type 1 and 2 errors

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43
Q

Anova

A
  • more than 2 groups

- a one-way analysis of variance is used for testing one independent variable

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44
Q

Ancova

A
  • analysis of covariance which tests 2 or more groups for extreme variable
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45
Q

Manova

A
  • study has more than two DV
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46
Q

2 way Anova

A
  • requires 2 IVs
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47
Q

Mancova

A
  • involves multiple dependent variables
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48
Q

Correlation coefficient

A
  • association between two variables, how a change in one is to the change in another correlation does not imply causation
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49
Q

Positive correlation

A
  • both variable change in the same direction
50
Q

Negative correlation

A
  • variable are inversely associated
51
Q

Biserial correlation

A
  • 1 variable is continuous and the other is dichotomous
52
Q

Hawthorne Effect

A
  • reacting to the presence of a research
  • affects participants responses
  • if the subject knows they are given a particular attention they respond to that attention
53
Q

Rosenthal Effect

A
  • experimenter’s belief about the individual may cause the individual to be treated in a special way so that the individual begins to fulfill the experimenter’s expectations
54
Q

Observer bias

A
  • when the researcher has perceptions regarding the research that are inaccurate
55
Q

Hallo Effect

A
  • occurs when a trait which is not being evaluated influence a researcher’s rating on another trait
56
Q

Trend Analysis

A
  • a statistical procedure performed at different times to see if a trend is evident
57
Q

Analysis of Covariances

A
  • controls for sample differences which exist, helps, to remove confounding variable, it statistically eliminates
58
Q

Statistical Regression

A
  • threats to internal validity, predicts that very high and very low scored will move toward the mean it a test is administered again
59
Q

Cross-sectional

A
  • clients are assessed at one point in time
60
Q

Longitudinal study

A
  • the same people are studied over a period of time
61
Q

Summative Evaluation

A
  • is used to assess a final product and attempts to ascertain how well the goal has been met
62
Q

Formative

A
  • is going and conducted while the program is underway (progress evaluation)
63
Q

Counterbalancing

A
  • switching the order in which stimuli are presented to a subjected
64
Q

Cluster sampling

A
  • used when a list of the entire population cannot be found and solved this problem by using as existing sample or cluster of the population as a sample
65
Q

Horizontal sampling

A
  • occurs when a researcher subjects from a single socioeconomic group
66
Q

Vertical sampling

A
  • occurs when people from 2 or more socioeconomic classes are utilized
67
Q

Systematic sampling

A
  • take every nth person
68
Q

Parametric test

A
  • the assumption is that the scores are normally distributed
69
Q

Non-parametric sampling

A
  • the curve is not a normal distribution
70
Q

independent groups

A
  • unmatched or uncorrelated groups
71
Q

organismic variable

A

cannot be manipulated like hight and weight

72
Q

Null hypothesis

A
  • asserts that the samples will not change

- IV does not affect the DV

73
Q

test of significance

A
  • determines whether a difference in the group scores is significant
  • compare control group to an experimental group
74
Q

social sciences

A
  • accept probability level of .05 or less
75
Q

Alpha

A
  • Error I
76
Q

Alpha

A
  • Error I

- reject the null hypothesis when true

77
Q

Beta

A
  • Error II

- accept the null when false

78
Q

.01 to .001

A
  • lowest type I error, however, increases type error II beta
79
Q

Nominal

A
  • qualitative
  • the most elementary
  • classifies names, labels, or identifies by group
  • has no true zero
  • does not indicate order
80
Q

Positive correlation

A
  • both values go up
81
Q

negative correlation

A
  • one value goes up and the other down
82
Q

behaviorist often utilize N =1

A
  • take a baseline measure
83
Q

Single blind study

A
  • the subject does not know whether they are part of the control of the experimental group
84
Q

Double-blind study

A
  • when the subject is unaware of the status

- neither the subject not the research know who belongs to what group

85
Q

Pearson r

A
  • Interval and ratio
86
Q

Spearman rho

A
  • ordinal data
87
Q

68-95-97.5

A
  • SD: 1 -2-3

- ALL SCORES will fall between 3 SD s pf the mean

88
Q

modal score

A
  • the highest point of the curve
89
Q

mode

A
  • the point of maximum concentration

- highest point of distribution

90
Q

range

A
  • it’s the distance btw the largest and smallest number
91
Q

mean

A
  • average
92
Q

median

A
  • it’s the best for skewed distributions and extreme scores
93
Q

Raw score

A
  • means nothing
94
Q

Transformed score or standard score

A
  • such as percentile ranks, t-scores, z-scores, stanines, or standard deviation over a raw score is that standard score allows you to analyze the data in relation to the properties of the normal bell-shaped curve
95
Q

X axis

A
  • it’s also known as the abscissa

- plot IV scores

96
Q

Y axis

A
  • it’s also known as the ordinate

- plot the DV

97
Q

Z Score

A
  • the same as a standard deviation

- also called a standard score

98
Q

T score

A
  • mean = 50

- SD = 10

99
Q

NOIR

A
  • NOMINAL
  • ORDINAL
  • INTERVAL
  • RATIO
100
Q

Ordinal

A
  • provides relative placement or standing

= order

101
Q

Interval

A
  • used for tests in schools

- no absolute zero

102
Q

Ratio

A
  • has a true zero point
  • most psychological attributes cannot be measured on a ratio scale
  • highest level of measurement
  • time, height, weight, temperature volume, and distance meet the reqs for this measurement
103
Q

Halo effect

A
  • occurs when a trait that’s not being evaluated influences a researcher’s rating on another trait (e.g attractiveness or how much a person is liked)
104
Q

Analysis of covariance techniques

A
  • it helps to eliminate difference between groups
105
Q

cohort study

A
  • study with subjects that share same characteristics
106
Q

Standardized tests

A
  • always have formal procedures for test administration and scoring
  • testing format, materials, and scoring process are consistent
107
Q

cross-sectional method

A
  • done at a single point in time and preferably in time consumption
108
Q

Ipsative vs Normative

A
  • ipsative implies a within-person analysis rather than a normative analysis between individuals
109
Q

Duncan’s multiple range, Tukey’s, or Scheffe’s test

A
  • to test significant differences between group means
110
Q

Casual comparative research

A
  • groups were not randomly assigned and the researcher did not control the IV
111
Q

systematic sampling

A
  • choosing every TH person
112
Q

Operational definition

A
  • outlines a procedure

- operationally define procedures so that other researchers can attempt to replicate

113
Q

parametric tests

A
  • normally distributed
114
Q

nonparametric test

A
  • not a normally distributed
115
Q

Matched design

A
  • subjects are matched in regard to any variable that could be correlated with the DV
116
Q

U Mann-Whitney

A
  • uncorrelated/unmatched
  • independent groups
  • two groups
117
Q

Wilcoxon

A
  • it’s an alternative to the t test when parametric precepts cannot be accepted
  • can be used for two groups
118
Q

deductive

A
  • reduces the general to specific
119
Q

inductive

A
  • goes from specific to a generalization
120
Q

Standard Error of Measurement (SEM)

A
  • tells the counselor what would most likely occur if the same individual took the same test again
121
Q

Likert scale

A
  • includes choices and categories

NCE (8 decks)

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