SOC110 Flashcards

Question

What are the objectives of surveys?

Answer 1

Large amounts of data Gather data quickly Get details about a large population To describe the characteristics of a population or a phenomenon: eg: the proportion and prevalence of people concerned with the cost of living To investigate the opinions and behaviours of a population: eg: journalists have a new subject so they do surveys to have fast answers. It also helps characterize the population by having questions about sex, gender, age, etc. Useful when you have limited resources

Answer 2

Survey: -collect data about a population -Research method process -Statistical analyses -Draw conclusions -Takes time to answer Questionnaire: -Collest data about one person -Tool to gather information -No formal analyses -Will not answer generalizations about the population -Only an instrument used to gather some information eg: can use it so know if participants have the prerequired necessities to be part of the research -Can be quickly administered Both have pre-determined questions

Answer 3

Self-administered: -Hard copy: -Online: Sometimes it is hard to see every participant; therefore, having the possibility to do it online is a great help. Also, the data can be gathered online through an online platform. However, having people take the time during the day to do it can be hard. Administered by the researcher: -by the form of an interview, so the researcher read questions and voice options.

Answer 4

Method -Gather lots of information in short amounts of time -Reaches large population: you can do it online, so it is easier to reach diverse profiles -Cost-effective: also less time consuming -Reliable and consistent: ensures that the method is standard and that the questions are asked in the same manners -Versatile: can adapt to many social contexts Sample -Representative -Generalizable results that help draw conclusions about a larger population

Answer 5

-Data collection rests on a single instrument: if there is an issue with a question you cannot go back, it also forces participants to choose between predetermined answers which might not represent the POV -Validity of the results: fails to capture the true essence of the participants or they don't understand the question which is going to affect the results. -Misinterpretation of the questions: if the questions were interpreted differently it might not be generalizable data -Risks of missing data Participants -Social desirability: tendency to answer questions to make themselves look good, some might lie or exaggerate certain things -Biais in the persons who choose to participate

Answer 6

-Cross-sectional surveys -longitudinal surveys: trend, panel, cohort -Retrospective surveys

Answer 7

Administered only once, but ask participants about a series of past events

Answer 8

Administered once At a particular point in time: which gives a picture of a certain phenomenon at a certain point in time Does not consider evolution in phenomena and population: -gives a stagnant picture -difficult to generalize -difficult to know if the results apply long after the assessment

Answer 9

Repeated observations: eg. to know what are the substance use over time and the frequency Assessment over long period of time: from multiple months to years Follow the same individuals over time: -Risk of attrition: might lose participants over time. Generally, 70 to 80% must remain in the study for it to be accurate. Depending on the participants it might be hard to keep them. We accept certain attrition rates like for homeless participants they are easily "lost"

Answer 10

Evolution and changes over time -opinion -characteristics -behaviours Administer the same questions at different moments: -the interest are trends, not specific groups -Respondants are not necessarily the same on each occasion: as long as the participants are representative of the general population, it does not matter

Answer 11

Track change over time: need to use the same question over time Regularly survey people of the same category of interest -But not necessarily the sample individuals: not necessarily the same participants but they need to have a particular characteristic eg. physical and mental health of people born in 2003

Answer 12

An audience is surveyed multiple times: each set of surveys is called a wave -track changes in behaviours, attitudes, thoughts, etc.: Therefore, they need to have very similar questions in the different waves -relationships between variables: can help identify relationships between natural and individual variables The same persons participate in each assessment: -difficult and costly: You need to be aware of each participant's information. High risk of attrition -requires lots of resources

Answer 13

Define the goal and purpose of the survey Get a clear idea of what you want to learn Identify relevant questions: -begin with a brainstorm of potential questions -work with a team -organize the potential questions: eg. you can do it by themes so you can notice if you are lacking some questions or if you have similar ones Comment: -Should never ask the most sensible question in the beginning -there are no clear-cut manner to answer questions, but it should be done intelligently so it flows -the length of the survey should be linked with the topic -all questions should be important and not redundant

Answer 14

Clear and unambiguous: only one idea per question and it should not include multiple point Appropriate wording: depending on the population, the question should be adapted on their capacity to understand them Minimize biais: we want to avoid questions that would give the impression that their is a right and wrong answer -As neutral as possible -Want to avoid social desirability Obtain feedback/pre-test the questions: this is a normal process to develop the best question

Answer 15

Generally one possible answer Generally close-ended: the participants should not creat their own answer -mutually exclusive: an idea can not be present in two choice eg. What is your age 13-15, 16-18 not 13-15, 14-20 Example: -yes /no questions -likert scales -level of agreement

Answer 16

Quantitative data collection methods Test hypotheses in controlled conditions: -laboratory design for a certain type of research eg. music, soundproofing, good headphones -free from disruption and biais from outside -provide the same conditions for each participant -More used in psychology

Answer 17

Determine causal relationships between variables Explain relationships between variables

Answer 18

Control over variables: strict control over the variable that we study. It is important to identify the variables. Manipulations are the same for each participant Control over environment: it must be the same for each participant. eg. conducting a study in a private and calm space, if those are not possible you need to make sure that the participants are exposed to the same conditions Control over participants: have clear eligibility criteria to make sure that we have a homogenous group. -random assignment

Answer 19

Independant variable: The one we want to study -factor: also called independent variable, can have more than one but not too many -level value of an independent variable: eg. if you look at the effect of relaxing and exciting background music. independent variable is the background music, but it has two levels relaxing and exciting

Answer 20

Outcome: also called dependant variable, this one gives us the results using data collection tools

Answer 21

The variable that is not of interest, it is not measured but might influence the causal relationships that we are looking at. We try to eliminate them as much as possible. eg. you are doing an experience on music, but one of your participants suffers from a lack of enjoyment from music. This can make you think that the independent variable is not good, but actually, it is just the conditions

Answer 22

Independant (Factor) Dependant (Outcome) Confounding

Answer 23

Experimental group: -Exposed to the stimulus -Test group Control group: -Is not exposed to the stimulus -Meant to be a point of comparison: it allows the researcher to have a conclusion. Both groups are tested the same way

Answer 24

*Each participant as equal chance of being assigned to each group Pre-test equivalence of the groups Control over individual variables *Each participant as equal chance of being assigned to each group. Groups should be similar and the only difference should be the presence or absence of stimulus. One way to do it is by assigning numbers to participants and even numbers are the control and odd numbers are doing the experiment it is never possible to control every variable but by doing random assignment it reduces it

Answer 25

Within-subjects/within group and between-subjects/between group

Answer 26

Measure changes over time Measure the effect of an intervention The same participants are involved in repeated testing Conditions: Instead of having an experimental and a control group, you will have the same group doing both

Answer 27

Strengths: -smaller sample -controls for individual differences -statistically powerful likelihood that we find an effect on the independent variable Limitations: -practice effects: occurs when a participants becomes more and more familiar with the test and becomes better and better on each test, which is a biais -Order effect: participants become tired after some time in the experiment, so they did better at first but then became tired and do less good -Effects of time: this happens when you do research over a few years. eg. Participants may have experienced traumatic events and answered differently. also, participants age, so they might decide to stop the experiment (risk of attrition)

Answer 28

More than one group of participants Different groups take part in different experiments: -random assignment: you need to make sure that the two groups are similar otherwise you won't be able to compare Outcomes of the different groups are compared (because they are from different participants) Groups -experimental -control: a common control group in music is having people listen to white noise. Sometimes it is best to have the participants to some kind of activity instead of making them do nothing

Answer 29

Strengths: -Reduces carryover effects (practice effects, time effects, etc.): since they are tested only once, they won't have participants who will perform best from one test to the other -Limits fatigue effect: since participants are only testing in one group -Shorter duration of the study Limitations -Larger sample size: it means that you need lots of participants to have high statistical power. Also more costly if they are lots of participants -Uncontrolled individual differences: if the group is heterogeneous, it is hard to have a good conclusion. Therefore, you need more people to counter that.

Answer 30

Independent: Music intervention Dependent: Substance use management

Answer 31

Levels of independent variables: three levels -music listening -music practice -music therapy

Answer 32

Between-subject: -experimental: a group of people with a substance use disorder who do music intervention, and a group who listens to music -control: group with substance use management each group test for 6 weeks Within-subject: Each participant would have to do the music listening for 6 weeks, then do music practice for 6 weeks (this could take several months)

Answer 33

Test causal relationships between variables No random assignment of participants Control group is not mandatory Field experiments: wants to look at causal relationships occurs in real life settings, therefore lacks some control of variable. For this one there is no possibility of random assignment and of control group

Answer 34

One-group posttest-only: -Dependant variable measured after the treatment -No comparison group One group Pretest-posttest -A single group performs an experiment and the dependent variable is measured before and after the experiment -effects of special events, maturation, practice effects

Answer 35

Does not manipulate an independent variable No radom assigment of participants Useful when... -Can't manipulate the independent variables -Explore non-causal relationships eg. surveys, correlational studies

Answer 36

Non-experimental research method Measures the relationships between variables Determines the direction and the strengths of the association between variables Does not seek to have the control over a variable Useful when... -Not looking for causal relationships: want to understand how they are related and how they vary together -Exploring unknown or potential relationships: things that have not been studied or that remains unexplored like the individual effect of the covid pandemic on the mental health of kindergartners -Unable to manipulate the independent variable: either because it is not possible or ethical. eg. frequency of canais use and the effect on the psycho. It is not ethical to ask people to take different doses of cannabis so we go to self-reported data

Answer 37

Discover relationships between multiple variables Develop theories Develop hypothesis Establish reliability and validity of measurement tools

Answer 38

Infer causation: can't know which variable causes the other or if two variables are caused together. eg. number of crime and ice cream goes up and down together but they are not associated. there are a third variable that is summer, in the summer the number of crime and ice cream goes up Test hypotheses Test theories Explain why variables are associated: it can tell that there is a relationships but not why they are associated

Answer 39

Effect vs Relationships Correlational: use the word relationships because it examines the relationships between two variables and not looking at what variable is causing the other eg: the aim of this study is to examine the relationship between substance abuse and mental health issues Experiment: use the word effect and cause eg: the aim of this study is to determine the effect of substance use on driving capacity

Answer 40

Variables are not manipulated Variables are not controlled: since they are already in the participants' life, so we have less knowledge and control over the participants. The relationship is bidirectional: the variables vary together and are at the same level, but it is not possible to know which one comes before the other

Answer 41

Natural variables Can select many variables in the same study Observable Quantifiable and measurable: you need to be able to assess variables quantifiably with close-ended questions

Answer 42

Survey --> questionnaires with close-ended questions/answeres --> statistical analyses Observation (frequency of behaviours) --> quantified data (numbers) --> Statistical analyses

Answer 43

Positive correlation Negative correlation: eg. as you take alcohol, you take less and less good decisions No correlation: eg. a change in a variable is not associated with a change in the other one. intelligence and height

Answer 44

You do it with Pearson's Correlation coefficient (r) that goes from -1 to 1 (-)0.0 to 0.19 = No correlation (-)0.2 to 0.39 = weak correlation (-)0.4 to 0.59 = moderate correlation (-)0.6 to 0.79 = strong correlation (-)0.8 to 1 = very strong correlation

Answer 45

Existence of relationships between variables Strength of the relationship between variables: Pearson's Correlation Coefficient Establish the direction of a relationship: positive or negative

Answer 46

Simple and easy to develop Easy to conduct and to gather data: questionnaires with close-ended questions Can get large amounts of data quickly Helps to identify the variables that are associated: which may guide future research Easy to analyze and to interpret

Answer 47

Can't imply causation: -bidirectional relationships vs linear: we only know that they vary together but not if one as effects over the other. Therefore it cannot be linear we also cannot know if they are caused by a third variable Possibility of confounding variables Linear vs dynamic relationships: lwe can only know if the graphic is linear but if it is dynamic. eg. health and physical activity are positively correlated but at some you can get injured if it is too much so it becomes negatively correlated Limited range: they can change the results and limit the findings

Answer 48

Ethnography Phenomenology Ground theory Descriptive qualitative design

Answer 49

Explore and understand new/complex phenomenon: ones that cannot be easily measured either because they have too many variables or because too many people Develop an in-depth understanding of a phenomenon: from the perspective of the social actors concerned with the research topic of interest

Answer 50

In-depth description and understanding of a group: -ways of living -understanding things from within -how groups are living and their culture -very detailed way to understand the phenomenon because of the of participants and of the researchers -Researcher needs to learn things and experience the phenomenon they are studying themselves How questions: Since the researcher spends so much time with the groups they are studying, they can understand how a phenomenon cam to be. eg. How does the geographic location influence Inus in Northerns Quebec

Answer 51

Activites and processes Behaviours: Individuals and groups Meanings: that are attributed to certain activities like schooling in colonized Canada vs Indigenous nations Social interactions: eg. hierarchy Group communication: eg. how the culture is transmitted

Answer 52

Anything that has to do with the research topic and the population of interest -Environmental characteristics: sounds, impressions, housing, safety -Observation of the target population: way of behaving, social relationships, emotions, conflicts, support system, gender roles

Answer 53

Participant observation: -be part of the group/community -experience the phenomenon *the researcher will perform daily activities of the research group Non-participant observation: -passive observation -no interference of the researcher with participants *In all cases, a researcher's diary is important to remember every detail

Answer 54

Research design Constructionism paradigm: social interaction Field of research: -in context: in which the experience can only be taken into account the social context in which it occurs and with the subjective realities of each participant -Natural environment: This is not conducted in a laboratory but in the participants' environment, so researchers are going to the participants. They are also going to stay in their environment for a long period of time to truly understand the context, social norms, activities, and social problems. -Observation of a phenomenon: the researcher asks participants about their environment and adds their observations

Answer 55

Based on potential research questions: ethnography is highly inductive so the research questions are not always developed in advance Based on research topic: need to find an environment that will permit researcher to study the topic Exposure the the behaviours, attitudes, processes of interests Accessible location: you need to chose a site that is realistic with the researchers and their teams, as well as the participants. you need to be accepted by the population otherwise they will not act normally Respect the time that you have to conduct the research: you need time to conduct the study and for the population to get use to you Distance and travelling: the researcher will try to live as close as possible to the site they are studying. Also having someone who knows the population helps the research team have more insite

Answer 56

The researcher might do observation and no interviews, so they will not have to introduce themselves, but if they do, they will have to choose a role Overt Researcher: -open about being a researcher can lead to: --mistrust mostly by stigmatized group who do not trust institutions --participants may behave differently: the researcher might need to be on the site for weeks or months before the population trust them --avoid moral/ethical dilemmas: might be easier for the researcher to disclose the fact that they are doing a research Covert Research -Does not disclose the role of researcher --develop relationships more rapidly : might have more information and get to experience the phenomenon they are studying --risks of being uncovered: losing the trust of participants

Answer 57

A phenomenon is unknown or understudied The characteristics of a group are misunderstood The target population is not easily accessible It is flexible and open

Answer 58

Observation and interviews

Answer 59

Field notes are used to record observations Field notes constitute a database *the notes can be sentences, words, drawings, codes *they need to be frequently done

Answer 60

Descriptive: simply describe what the researcher see, from the site too what people do, but no analysis of why people do what they do Analytical: include the researcher's impression. eg. reflect on gender norms, can also be used as the first step of the analysis. methodological: ethnography is inductive, so it will evolve over time. What you want to look at, what you want to see, what questions you want to ask, why did you decide to look for this instead of this Personal emotions, thoughts and experience: take notes about emotions in certain events, and personal biases about certain moment *most field notes will be done by hand because they need to be achieved as spontaneously as possible

Answer 61

informal and formal

Answer 62

Spontaneous: e.g. in participant observation, the researcher is doing a specific task with another person and during the task, the researcher asks questions. Those interviews are not planned and can be short or long. Most of the time, it is information that is not too personal since it can be done in front of other participants Unstructured Flexible In the natural environment

Answer 63

Planned: conducted during a specific time, it is the time to ask more personal questions since you are alone Generally semi-structured In private space

Answer 64

An ongoing process: -starts during data collection (analytical notes) -Iterative with data collection: go from data collection, to data analysis, then discover something new, so go back to data collection, etc. Data analysis: -Type, read and reflect about the notes: this takes many hours -Code data using qualitative statistical software (Nvivo): categorize information into larger teams and data reduction (you reduce the number of pages that you are working with) -Look for emerging themes

Answer 65

Obtain a holistic understanding of a group or culture: -understand the challenges, the qualities and strengths of a particular group -understand their way of living -understand how to develop interventions that are adapted to their context and needs Generate a new theory

Answer 66

Privileged access to real life situations Uncover sensitive informations: because you were close to the population, they started to disclose more detailed and personal information Study a phenomenon in its real social context Uncover unconscious behaviours: participants are not always aware that you are watching them or they forget about them, so they start acting more natural

Answer 67

Large amount of details: many hours to transcribe the notes and hundreds of pages Small sample: not realistic to do it to a very large population because you will have less details about each participant Very demanding for the researcher: requires to move to the research site and spend a long time there. You may develop strong feelings for the group so you are less objective. The researcher might feel indebted to the group and to have results since they welcomed you for a long time. Heterogenous data sources

Answer 68

Data collection technique: -Inductive or mixed (inductive + deductive): deductive is when you develop clear guidelines about the topic, themes, and questions before the interview. inductive is when you have to ask follow-up questions during the interviews. Since it is a conversation, it might go places you did not anticipate. You want to use open-ended questions so people open up more about their experience. Combination of pre-determined themes/questions and emerging questions Conversation between the researcher and participant: -open-ended questions Usually held face to face, individually

Answer 69

Studying a complex, unknown or misunderstood phenomenon Need to gather very detailed, nuanced and in-depth information Need to contain a contextualized understanding of a phenomenon -understand the impact of a particular social context

Answer 70

Develop an interview guide -list of topics: need details because you want to go in-depth, so 3 to 6 topics at most -List of potential open-ended questions: 10-15 peon-ended questions about 2 hours -List of potential follow-up questions: eg.tell me more about this topic -Pre-test the interview guide: practice with a colleague and do what you will do with the participants, then you can see if every question is useful and if the vocabulary is adapted. *you do not have to ask each questions to all the participants and you do not have to do them in the same order -pratice All questions and topics might not be covered in a single interview

Answer 71

Record the interview ` Perform active listening: if it is recorded you do not have to take as many notes. you need to make eye-contact, nod, hum, reformulate the answers, etc Guide the interview from the discourse of the participant: -Adapt the order of the questions/topics: sometimes a participant might move from a topic to another and therefore you need to adapt the order of questions so it makes sense with what they are doing -Stay focused on the participant's experience: sometimes they might explain the experience of friends and family, but you need to redirect them towards themselves -Ask spontaneous follow-up questions Be empathic and sensitive Accept silence and breaks: you don't want to overwhelm the participants. Silence help people think about how they want to answer. Breaks are important because interviews are hard emotionally and also it is important to let the participant withdraw if it is too though for them

Answer 72

Offer support: the researcher cannot take the role of the intervening person, but they need to make sure that the participants are ok. you can give them a list of resources, also debriefing after the interview about how they felt and if they want to add something Debriefing Ensure the well-being of the participant

Answer 73

Often iterative to the data collection: as you collect the data you can type the interviews and start coding. It can help discover things that you might want to add to your next interview and correct the interview toward that subject Analyze the interview transcriptions: -Qualitative analysis software (Nvivo) -Develop a coding grid: you may discover new emerging themes and then you may add new themes to you coding grid. you will generally find about 5 themes to help you answer your questions -Inductive and deductive ` -Pre-determined and new emerging themes -Categorize data by themes -Outcome: identify and explain the themes that best answer your research question

Answer 74

Qualititave data collection method conducted in groups instead of individually A group comprised of individuals with certain characteristics who focu discussion on a given issue or topic Group interview

Answer 75

Gather in-depth knowledge (attitudes, perceptions, beliefs, opinions): you get to ear about the opinions of a specific group in the condition it is lived and in a social context Gather knowledge about unknown/misunderstood topics -When appropriate to discuss in group eg. you do not talk about sexual trauma Collect data from marginalized population and minority groups: individually they might mistrust the university but in groups they feel empowered

Answer 76

Discuss processes and norms of a group Have the opinion of a group on a topic Consider the interactions between members of a group: sometimes, conversation might come in group and would not have individually Understand what underlies their opinions and motivations Develop and test research/ intervention / political material: new questionnaires, interventions or guidelines and the researcher want to test these tools with the population they were designed for, to know how to improve them Complement other research methods: can be used by itself or to complete other research

Answer 77

Conduct multiple interviews and save time Debate contreversial topics: we want a safe space where you can discuss specific issues and accepts all realities Discuss sensitive topics: not the place to talk about trauma Get to a consensus: we want to understand the experience of each and accept them as they are. We do not want to change their minds Interven in a group: we ant to stay in the role of the researcher and not be an intervening person Test the knowledge of a group

Answer 78

purposive sampling Group size 5-12 participants/group -issues if groups are too small (not enough diversity) /too large (some people will not participate) Combine different profiles/ populations relevant to the research topic: eg.homelessness want to have people from rural and urban area so you can know the experience in different region Homogenous: make people more trusting and avoid debates and confrontations vs heterogenous where there are dynamics of power, fear or exclusion distrusts -creat a comfortable space eg. if you study drugs and you want to interview drug user and police you might want to creat two groups Possible to conduct multiple focus groups

Answer 79

Around 2 hours Adapt to the participants so they can concentrate for that long

Answer 80

easily accessible Safer space: do it in community spaces Organized discussions Free from interference: having round tables

Answer 81

Develop an interview guide 5-6 questions: it is shorter so people have more time to answer open-ended questions follow up questions questions should refer to the general experience promote group dynamics and interactions should not target a particular participant and should make everyone want to speak about their experience

Answer 82

Develop a relationship with participants create a warm, wlecoming environment ask questions promote participation and interaction from all participants manage interactions between participants: make sure that everyone talks listen and learns: the group is in the position of experts and the facilitator only listen and welcomes the knowledge pay attention to the verbal/non-verbal cues: are people conftarble or not with a particular question, if you see that people are not willing to go deeper you can change the subject and ask no-follow-up questions address issues/conflicts: you want to resolve conflict, you might have to withdraw peolpe

Answer 83

record the discussion listen and observe the discussion take notes: -themes discussed -interactions: really important for the data collection and data analysis, you note debates, who was more talking and less talking because at the end you might have more information about one particular type of people -verbal/non-verbal language time keeper: make sure that you have the time to cover all the topic in a timely manner manage distractions

Answer 84

carefully place participants: the ones that talks the most by the side of the researcher and the ones that talk the less in front of the researcher manage participation: -too much vs too little participation: give none verbal cues to tell people that they are talking too much, and speak directly to the ones that are not talking enough make sure that everyone os heard and respected ` if they don't participate: -find creating, engaging means of participation eg drawing, writing, art then ask questions about these alternative productions

Answer 85

Similar: -iterative data collection/analysis process -transcribe discussion, code, identify themes Different: -Interactions between participants: Where there themes that were more interested with the topic, Is there debates or conflicts about certain questions/topics -points of agreement/disagreement -changes in opinions: as people discuss you want to note evolution and changes of opinions and how they occurs -evolution of the discussion

Answer 86

confidentiality in a group context: -risks that participants divagate information and you want to promote participation but not pressure people no pressure to participants: -Ask follow-up questions or invite participation respectfully -do not insist

Answer 87

gather a lot of data quickly small costs becuase you save time empowerment of a group more implication form the participants discussions and interactions brings new responses inclusive and safer space consider non-verbal communication

Answer 88

Difficult to plan: you need a lot of peolpe at the same time Dominant voices: some people take more space which can be intimidating for other participants compromised confidentiality: the researcher cannot guarantee that the other participants will keep the information confidential risks of lacking depth: more difficult if you go quickly from one participants to the other potentially intimidating quality depends on the researcher's experience/skills

Answer 89

What : one of the most important skill as a researcher analyse and evaluate research objectively there are no perfect studies Important: to identify research gaps and limitations to correctly interpret research results to improve future research

Answer 90

researcher: who are the authors? who are they affiliated with? -coherent with the expertise of the researcher -conflict of interest -motivations Justifications for choosing this topic: -empirically supported -credible sources: be aware of predatory journals

Answer 91

present in all good research article identifies and discusses all topics relevant to the study sufficient number of sources and credible sources: young articles defines key concepts identifies main theories and trends relative to the topic identifies gaps in previous studies follow a logical set of arguments leading to the formulation of the problem/research question

Answer 92

The problem in previous research should be clearly identified and explained -conceptual -methodological: population, methods used, data collection tools, data analysis eg. only quantitative studies to do a qualitative study -outcomes: data interpretations and findings

Answer 93

emerges from the problem identified allows to address the problem clarity of the question: -concretely measurable and observable concepts -variables are clearly identified for each concept

Answer 94

Multiple sections should be detailed, explained and justified: should have enough details to be able to recreate the study -paradigm and research approach -population: sampling and recruitment strategies sample size : quanti =power analysis, quali = empirical saturation eligibility criteria Data collection methods: -example of questions, choice of data collection tools Ethical consideration -how are participants/ data protected (in quali it is important that names are fictive) -ethical approval from the university

Answer 95

Who analyzed the data and how?: qualitative at least 2 people to make sure their is no biases use of statistical software consider the variables identified in the research question includes how to analyse all the data collected

Answer 96

sociodemographic characteristics: -should allow to describe and understand who the participants are Quantitative studies: report the scores of each variables Qualitative: report relevant themes and interview extracts identify relationships or lack of between variables

Answer 97

in the dicsussion section: -highlight key findings: interpret and explain what they mean contextualize and compare the findings with previous research -explain how they are similar/different/new implications of the results -for research, intervention, population, etc strengths of the study limitations of the study future research perspective

Answer 98

1. credibility 2. transferability

SOC110 Flashcards

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