Ch10 Sampling In Quantitative, Qualitative, Full Test Bank - Educational Research Quantitative Approaches 7e Bank by R. Burke Johnson. DOCX document preview.
Chapter 10: Sampling in Quantitative, Qualitative, and Mixed Research
Test Bank
Multiple Choice
1. A study that examines the whole population is called a ______.
A. parametric study
B. census
C. cluster sample
D. two-stage sample
Learning Objective: 10-1: Explain the difference between a sample and a census.
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
2. Sample is to population as ______.
A. statistic is to element
B. population is to element
C. statistic is to parameter
D. random is to convenience
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Terminology Used in Sampling
Difficulty Level: Medium
3. When elements are not allowed to be selected more than once, this is called ______.
A. sampling without replacement
B. sampling with replacement
C. unrestricted sampling
D. sampling error
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Knowledge
Answer Location: Drawing a Simple Random Sample
Difficulty Level: Easy
4. Harold is drawing a sample so that each member of a population has an equally likely chance of being selected, this is called a(n) ______.
A. nonrandom sampling method
B. quota sample
C. snowball sample
D. equal probability of selection method
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Simple Random Sampling
Difficulty Level: Hard
5. A sampling frame is a ______.
A. type of statistic derived from sampling
B. random sample
C. nonrandom sample
D. list of all the elements in a population
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Knowledge
Answer Location: Terminology Used in Sampling
Difficulty Level: Easy
6. Which of the following techniques yields a simple random sample?
A. choosing volunteers from an introductory psychology class to participate
B. listing the individuals by ethnic group and choosing a proportion from within each ethnic group at random
C. numbering all the elements of a sampling frame and then using a random number table to pick cases from the table
D. randomly selecting schools, and then sampling everyone within the school
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Simple Random Sampling
Difficulty Level: Hard
7. Systematic sampling yields a representative sample when ______.
A. there is periodicity in the list
B. there is a random start point and periodicity is not present
C. the interval you choose is close to 10
D. there are identified clusters in the population
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Systematic Sampling
Difficulty Level: Hard
8. Carly drew a sample by first identifying a comprehensive set of subgroups based on one or more variables, and then individuals were randomly selected from each of those subgroups. Carly used the technique known as ______.
A. stratified random sampling
B. cluster sampling
C. simple random sampling
D. convenience sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Analysis
Answer Location: Stratified Random Sampling
Difficulty Level: Medium
9. Which of the following is NOT true about stratified random sampling?
A. It involves a random selection process from identified subgroups.
B. Proportions of groups in the sample must always match their population proportions.
C. Disproportional stratified random sampling is especially helpful for getting large enough subgroup samples when subgroup comparisons are to be done.
D. Proportional stratified random sampling yields a representative sample.
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Stratified Random Sampling
Difficulty Level: Medium
10. Disproportionate stratified random sampling ______.
A. produces stratified samples that are not random
B. helps increase the ability of the researcher to make meaningful statistical comparisons between groups, especially when one of the groups is relatively small in the population
C. is easier to do than proportionate random sampling
D. involves more cluster units
Learning Objective: 10-7: Explain the difference between proportional and disproportional stratified sampling.
Cognitive Domain: Comprehension
Answer Location: Proportional Stratified Sampling | Disproportional Stratified Sampling
Difficulty Level: Medium
11. Which of the following is an equal probability sampling method?
A. convenience sampling
B. quota sampling
C. snowball sampling
D. simple random sampling
Learning Objective: 10-4: Know which sampling techniques are equal probability of selection methods.
Cognitive Domain: Comprehension
Answer Location: Simple Random Sampling
Difficulty Level: Medium
12. Which of the following is an equal probability sampling method?
A. convenience sampling
B. stratified random sampling
C. snowball sampling
D. purposeful sampling
Learning Objective: 10-4: Know which sampling techniques are equal probability of selection methods.
Cognitive Domain: Comprehension
Answer Location: Stratified Random Sampling
Difficulty Level: Medium
13. Which of the following is an equal probability sampling method?
A. cluster random sampling
B. quota sampling
C. snowball sampling
D. disproportional stratified sampling
Learning Objective: 10-4: Know which sampling techniques are equal probability of selection methods.
Cognitive Domain: Comprehension
Answer Location: Cluster Random Sampling
Difficulty Level: Medium
14. Serena has a numbered list of 10,000 teachers in a state. She wants to draw a simple random sample of 400 from the list. Which approach would yield a random sample?
A. take the first 400 cases from the list
B. alphabetize the list from A to Z and take 16 people from each letter of the alphabet except Z
C. divide the list up into males and females, then take 200 from each
D. use a computer program that generates random numbers from 1 to 10,000, have the program pick 400 numbers and choose the corresponding cases.
Learning Objective: 10-5: Draw a simple random sample.
Cognitive Domain: Comprehension
Answer Location: Drawing a Simple Random Sample
Difficulty Level: Medium
15. Which of the following is required for systematic sampling to generate a representative sample?
A. a random start point
B. The list chosen should contain periodicity.
C. The list should be in alphabetical order.
D. No matter what you do the systematic sampling technique will yield a bias sample.
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Comprehension
Answer Location: Systematic Sampling
Difficulty Level: Medium
16. Why would you use a disproportional stratified random sample instead of a proportional stratified one?
A. It provides a more accurate population estimate.
B. It provides a larger sample of small subgroups in the population so that more power statistical comparisons can be made.
C. It provides extra participants just in case others drop out of the sample.
D. It is more accurate when population estimates.
Learning Objective: 10-7: Explain the difference between proportional and disproportional stratified sampling.
Cognitive Domain: Comprehension
Answer Location: Proportional Stratified Sampling | Disproportional Stratified Sampling
Difficulty Level: Medium
17. Jill is interested in sampling K–12 teachers. She samples such that she randomly choses teachers at each grade level in proportion to their representation in the population. Jill used what kind of sampling?
A. disproportional stratified random sampling
B. simple random sampling
C. cluster sampling
D. proportional random sampling
Cognitive Domain: Application
Answer Location: Proportional Stratified Sampling | Disproportional Stratified Sampling
Difficulty Level: Hard
18. In one-stage cluster sampling, the random selection is done at the level of the ______.
A. individual subject
B. cluster unit
C. both individual and cluster unit
D. neither the individual nor cluster unit
Learning Objective: 10-8: Explain the characteristics of one-stage and two-stage cluster sampling.
Cognitive Domain: Comprehension
Answer Location: One-Stage Cluster Sampling
Difficulty Level: Medium
19. One advantage of cluster sampling is that ______.
A. it does not require randomization
B. it can be done from the phone book
C. it makes it easier to compare groups
D. it can be done without a listing of all population members
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Knowledge
Answer Location: Cluster Random Sampling
Difficulty Level: Easy
20. In two-stage cluster sampling, random selection is done ______.
A. in the first stage only
B. in the second stage only
C. in the first and second stages
D. in neither stage
Learning Objective: 10-8: Explain the characteristics of one-stage and two-stage cluster sampling.
Cognitive Domain: Comprehension
Answer Location: Two-Stage Cluster Sampling
Difficulty Level: Medium
21. “Probability proportional to size” means ______.
A. a cluster’s probability of selection is independent of size
B. all members of a cluster are chosen
C. sample size depends upon the proportion of the population chosen
D. the probability of a cluster’s selection is dependent upon its size
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Knowledge
Answer Location: Two-Stage Cluster Sampling
Difficulty Level: Easy
22. For her thesis, Kathryn recruited individuals who were easily available. This is known as ______.
A. convenience sampling
B. cluster sampling
C. stratified random sampling
D. two-stage sampling
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Convenience Sampling
Difficulty Level: Medium
23. When a researcher looks for a certain number of people with a particular characteristic to serve in her sample, and she recruits such individuals until she has the number she wants, this is known as ______.
A. quota sampling
B. cluster sampling
C. stratified random sampling
D. snowball sampling
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Quota Sampling
Difficulty Level: Easy
24. Snowball sampling occurs when ______.
A. the researcher does two-stage cluster sampling
B. the researcher uses probability proportionate to size
C. members of a sample recommend other members to participate in the research
D. there are no clusters in the population
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Snowball Sampling
Difficulty Level: Medium
25. Snowball sampling is advantageous when one is ______.
A. sampling from a hard to locate population
B. doing an experiment
C. looking for a useful random sampling technique
D. working with clusters
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Snowball Sampling
Difficulty Level: Medium
26. When a researcher uses a participant group primarily because of availability, this is called ______.
A. proportional stratified sampling
B. purposive sampling
C. convenience sampling
D. quota sampling
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Knowledge
Answer Location: Convenience Sampling
Difficulty Level: Easy
27. A major disadvantage of convenience sampling is that ______.
A. it is difficult, if not impossible to determine the sampling bias
B. it is difficult to find convenience samples
C. statistics cannot be calculated on convenience samples
D. they cannot be used in experimental research
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Convenience Sampling
Difficulty Level: Medium
28. When people with specific characteristics are recruited into a sample so that particular groups can be studied, this is called ______.
A. random sampling
B. sampling with replacement
C. proportional stratified random sampling
D. purposive sample
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Purposive Sampling
Difficulty Level: Medium
29. An environmental action group is interested in how many people will participate in a recycling program in a particular town. They obtain the entire list of households in the town, and they assign each household a number from 1 to 3,000 (the number of households in the town). They then use a computer to generate a list of 500 random numbers ranging from 1 to 3,000. Using the list of random numbers, they draw a sample of 500 people to question about their use of the recycling program. What sampling method did this group use?
A. quota sample
B. simple random
C. systematic
D. stratified random
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Analysis
Answer Location: Simple Random Sampling
Difficulty Level: Medium
30. An educational psychologist is interested in the effects of mnemonics on learning words lists. He asks for volunteers from a Psychology-101 class to find 50 volunteers to participate in his study. What sampling method did this researcher use?
A. convenience sample
B. snowball sampling
C. quota sample
D. simple random
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Application
Answer Location: Convenience Sampling
Difficulty Level: Hard
31. A researcher is interested in studying a nationwide representative sample of the United States. She randomly chooses places to study using census tracts. She then randomly samples within each census tract from among the households within those tracts. What sampling method did this researcher use?
A. stratified random
B. one-stage cluster
C. two-stage cluster
D. purposive
Learning Objective: 10-8: Explain the characteristics of one-stage and two-stage cluster sampling.
Cognitive Domain: Analysis
Answer Location: Two-Stage Cluster Sampling
Difficulty Level: Medium
32. A researcher is interested in surveying physicians from a local medical society to examine their continuing education needs. He decides that she will draw a sample that contains physicians from a variety of different subspecialties. He divides the list of the population up by specialty, and then he randomly selects the number of physicians within each specialty in proportion to their percentage in the population. What is this type of sampling?
A. simple random
B. systematic
C. stratified random
D. one-stage cluster
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Analysis
Answer Location: Stratified Random Sampling
Difficulty Level: Medium
33. A researcher wants to study adolescents who are homeless. He builds his sample by searching the streets, identifying an adolescent to interview, and then, asks the adolescent where the researcher can find another homeless adolescent to interview. What sampling method did this researcher use?
A. convenience sample
B. snowball sampling
C. quota sample
D. simple random
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Analysis
Answer Location: Snowball Sampling
Difficulty Level: Medium
34. A researcher wants to study how children acquire a particular strategy to solve word problems. He chooses participants by screening children to determine if they already know the strategy. He chooses only those who have not learned the strategy yet. What sampling method did this researcher use?
A. stratified random
B. random sample
C. convenience
D. purposive
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Analysis
Answer Location: Purposive Sampling
Difficulty Level: Medium
35. In general, as sample size increases, sampling error does what?
A. increases
B. decreases
C. stays the same
D. you cannot tell because they are not related
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Comprehension
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Medium
36. Random assignment refers to ______.
A. the same thing as random sampling because it is a synonym
B. using a randomization technique to place participants into experimental and control conditions
C. randomly choosing the stratification involved in the study
D. the same thing as randomized stratified sampling
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Comprehension
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
37. When looking at a fairly homogeneous population, the sample size required is usually ______ than the sample size needed in a fairly heterogeneous one.
A. somewhat greater
B. about the same
C. somewhat smaller
D. much greater
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Comprehension
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Medium
38. When looking at a fairly heterogeneous population, the sample size required is usually ______ than the sample size needed in a fairly homogeneous one.
A. somewhat greater
B. about the same
C. somewhat smaller
D. much smaller
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Comprehension
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Medium
39. Which of the following statements is true?
A. The larger the sample size, the greater the sampling error.
B. The more categories or breakdowns you want to make in your data analysis, the larger the sample needed.
C. The fewer categories or breakdowns you want to make in your data analysis, the larger the sample needed.
D. As sample size decreases, so does the width of the confidence interval.
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Comprehension
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Medium
40. A sample is ______.
A. a subset of the larger population
B. systematically different from the population
C. a study based on the population
D. a numerical characteristic of a population
Learning Objective: 10-1: Explain the difference between a sample and a census.
Cognitive Domain: Comprehension
Answer Location: Terminology Used in Sampling
Difficulty Level: Medium
41. Which of the following statements is true?
A. To find large differences between groups or strong correlations, the sample size required is smaller than if you want to find small differences or weak correlations.
B. Sample size that is required is unrelated to the size of correlations or the strength of differences.
C. As sample size increases, the size of the confidence interval increases.
D. Small differences or correlations are likely to be found with small samples.
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Comprehension
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Medium
42. In comparison to simple random sampling, proportional stratified random sampling tends to be ______.
A. a little more efficient
B. a little less efficient
C. just as efficient
D. efficiency is unrelated to sampling techniques
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Proportional Stratified Sampling
Difficulty Level: Medium
43. Which of the following formulae is used (because not all who are sampled will agree to participate) to determine how many people to include in your original sample?
A. desired sample size/desired sample size + 1
B. proportion likely to respond/desired sample size
C. proportion likely to respond/population size
D. desired sample size/proportion likely to respond
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Knowledge
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Easy
44. Another term for criterion-based selection is ______.
A. random sampling
B. response rate sampling
C. purposive sampling
D. typical-case sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Knowledge
Answer Location: Purposive Sampling
Difficulty Level: Easy
45. Comprehensive sampling in qualitative research involves ______.
A. sampling with maximum variation among the cases
B. sampling a homogeneous group
C. sampling typical cases
D. sampling all the cases, groups, settings, or other phenomena (much like a census)
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Knowledge
Answer Location: Sampling in Qualitative Research
Difficulty Level: Easy
46. For her qualitative research study, Polly selected a small group of people who were very similar. This is called ______.
A. maximum-variation sampling
B. extreme-case sampling
C. homogeneous sample selection
D. typical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Application
Answer Location: Sampling in Qualitative Research
Difficulty Level: Hard
47. When one selects a wide range of cases in a qualitative study, this is called ______.
A. maximum-variation sampling
B. extreme-case sampling
C. homogeneous sample selection
D. typical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Knowledge
Answer Location: Sampling in Qualitative Research
Difficulty Level: Easy
48. A researcher is studying underachievement of gifted children in a qualitative study. She samples two children who are achieving beyond expectations and two children who are achieving well below expectations in her sample. What sampling technique did she use?
A. maximum-variation sampling
B. extreme-case sampling
C. homogeneous sample selection
D. typical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Application
Answer Location: Sampling in Qualitative Research
Difficulty Level: Hard
49. A researcher has developed a new mathematics program and wants to study how it is implemented. She is particularly interested in how those most resistant to change will use the program. Hence, she selects two teachers who are known to have very little interest in changing their mathematics teaching. In this case, the researcher has used ______.
A. negative-case sampling
B. opportunistic sampling
C. typical-case sampling
D. critical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Application
Answer Location: Sampling in Qualitative Research
Difficulty Level: Hard
50. When cases are chosen because they represent the average individual in a context, this is called ______.
A. maximum variation sampling
B. extreme-case sampling
C. homogeneous sampling selection
D. typical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
51. Picking a case to study that can falsify a theory or hypothesis is called ______.
A. negative-case sampling
B. opportunistic sampling
C. typical-case sampling
D. critical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Knowledge
Answer Location: Sampling in Qualitative Research
Difficulty Level: Easy
52. When a researcher decides to include someone in a study, even though he or she had not planned to do so, this is called ______.
A. negative-case sampling
B. opportunistic sampling
C. typical-case sampling
D. critical-case sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Knowledge
Answer Location: Sampling in Qualitative Research
Difficulty Level: Easy
53. When a qualitative researcher uses more than one sampling technique, this is called ______.
A. typical-case sampling
B. critical-case sampling
C. mixed purposeful sampling
D. random sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Knowledge
Answer Location: Sampling in Qualitative Research
Difficulty Level: Easy
54. Paul is conducting a mixed research study. He will interact with the participants on two occasions. During the first interaction, participants will complete a questionnaire. During the second, Paul will interview them about the topic he is studying. This study uses ______.
A. identical sequential sampling design.
B. identical concurrent sampling design.
C. parallel sequential sampling design
D. parallel concurrent sampling design
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Analysis
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
55. Paula is conducting a mixed research study where she collects learning style scores on a group of students and also interviews a random subset of the students at the same time. This study uses ______.
A. nested sequential sampling design
B. nested concurrent sampling design
C. parallel sequential sampling design
D. multilevel concurrent sampling design
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Analysis
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
56. Jacobi is doing a mixed research study where he examines the mathematics achievement of students with learning disabilities. He collects the students’ quantitative achievement data and at the same time interviews their teachers to examine their perceptions of the reasons why the students were succeeding or not succeeding. This study uses students and also interviews a random subset of the students at the same time. This study uses ______.
A. multilevel sequential sampling design
B. nested concurrent sampling design
C. parallel sequential sampling design
D. multilevel concurrent sampling design
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Analysis
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
57. When samples for the quantitative and qualitative portions of a mixed research study come from different populations the sample relationship is called ______.
A. nested
B. parallel
C. nonparallel
D. multilevel
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
58. In a mixed research design, two different samples used for the quantitative and qualitative portions of the study come from the same population. The sample relationship in this example is called ______.
A. nested
B. parallel
C. nonparallel
D. multilevel
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
59. A researcher uses a portion of the original sample included in the quantitative portion of the study to interview in the qualitative portion of the study. The sample relationship in this example is labeled ______.
A. nested
B. parallel
C. identical
D. multilevel
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
60. Which of the following is a type of mixed research sampling?
A. typical-case sampling
B. maximum variation sampling
C. nested sequential sampling
D. mixed purposeful sampling
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
61. In which type of mixed research sampling is this true: “quantitative and qualitative data are collected one after the other on different participants who are selected to represent the same population under investigation.”
A. identical concurrent
B. parallel concurrent
C. parallel sequential
D. nested sequential
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Application
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
62. The book crossed the time orientation criterion with the sample relationship criterion in mixed research. How many mixed sampling designs results?
A. 4
B. 6
C. 8
D. 10
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Knowledge
Answer Location: Sampling in Mixed Research
Difficulty Level: Easy
63. Which of the following is an equal probability of selection method of sampling?
A. snowball sampling
B. convenience sampling
C. quota sampling
D. cluster sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Summary
Difficulty Level: Medium
64. Which of the following is NOT an equal probability of selection method of sampling ______.
A. systematic sampling
B. proportional stratified sampling
C. cluster random sampling
D. convenience sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Summary
Difficulty Level: Medium
65. In comparison to national statistics, the sample in a researcher’s study was composed of twice as many Hispanic students as in the population. This sample is considered to be a ______.
A. biased sample
B. representative sample
C. proportional stratified sample
D. stratified sample
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
66. An example of an element is a ______.
A. population from which a sample is drawn
B. sample participating in the study
C. lapse in time between completing two measures
D. participant in the sample
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Terminology Used in Sampling
Difficulty Level: Medium
67. Determining the sample interval (represented by k), randomly selecting a number between 1 and k, and then including every kth element in your sample are the steps for which type of sampling?
A. simple random sampling
B. three-stage cluster sampling
C. stratified sampling
D. systematic sampling
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Comprehension
Answer Location: Systematic Sampling
Difficulty Level: Medium
68. A ______ is a subset of a population.
A. statistic
B. parameter
C. sample
D. census
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
69. In what type of sampling does the researcher divide the population into mutually exclusive groups and then select a random sample of individuals from each group?
A. stratified sampling
B. systematic sampling
C. simple random sampling
D. quota sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Stratified Random Sampling
Difficulty Level: Hard
70. Which type of stratified sampling is an equal probability of selection method?
A. proportional
B. disproportional
C. cluster
D. systematic
Learning Objective: 10-4: Know which sampling techniques are equal probability of selection methods.
Cognitive Domain: Comprehension
Answer Location: Proportional Stratified Sampling
Difficulty Level: Medium
71. The population size divided by the desired sample size is known as the ______.
A. starting point
B. sample size
C. sampling interval
D. sample relationship criterion
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Systematic Sampling
Difficulty Level: Medium
72. The purpose of ______ is to generate a set of groups that are similar on all possible factors at the beginning of an experiment.
A. random sampling
B. random assignment
C. cluster sampling
D. typical-case sampling
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Comprehension
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
73. Luke was looking at his sampling frame. He noticed that every eighth element in the sampling frame was in a particular income group. This finding is evidence of ______.
A. random sampling
B. periodicity
C. generalization
D. stratification
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Analysis
Answer Location: Systematic Sampling
Difficulty Level: Medium
74. Dr. Berry wanted to draw a sample of 20 students from the 200 graduate students in education at his university. He developed a list of the graduate students who were education majors and beginning at the 6th student on the list he selects every 10th student from the list to be in the sample. Dr. Berry has created a ______.
A. proportional stratified sample
B. cluster sample
C. systematic sample
D. convenience sample
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Analysis
Answer Location: Systematic Sampling
Difficulty Level: Hard
75. A research team is conducting a national study of the percentage of household income that is spent on health care. Using national data, they divide the population based on household income data. In this example, household income is a ______.
A. stratification variable
B. cluster variable
C. quota variable
D. grouping variable
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Analysis
Answer Location: Stratified Random Sampling
Difficulty Level: Medium
76. If you wanted an equal number of African Americans, European Americans, and Hispanics, which sampling method would be superior?
A. disproportional stratified
B. quota sampling
C. convenience sampling
D. snowball sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Disproportional Stratified Sampling
Difficulty Level: Hard
77. Extreme-case sampling and maximum variation sampling are more likely to be used in what kind of research?
A. quantitative
B. qualitative
C. confirmatory
D. close-ended questionnaires
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Application
Answer Location: Sampling in Qualitative Research
Difficulty Level: Hard
78. A principal was interested in how the paraeducators in her school thought the school year had gone. As a result, he interviewed all of them to find out their perceptions. She used ______.
A. convenience sampling
B. comprehensive sampling
C. purposive sampling
D. snowball sampling
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Application
Answer Location: Sampling in Qualitative Research
Difficulty Level: Hard
79. ______ in which the researcher determines the appropriate sample sizes for the groups identified as important and takes convenience samples from those groups.
A. Convenience sampling
B. Quota sampling
C. Purposive sampling
D. Snowball sampling
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Quota Sampling
Difficulty Level: Medium
80. What procedure is used to form groups that are similar on all possible dimensions at the beginning of an experiment?
A. random selection
B. random assignment
C. purposive sampling
D. stratified sampling
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Comprehension
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
81. Derek wants to make generalizations from the sample in his research study to a representative population. In order to do this he should use ______.
A. random selection
B. random assignment
C. purposive sampling
D. stratified sampling
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Application
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
82. The symbol for the sample size is ______.
A. n
B. N
C. s
D. S
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Knowledge
Answer Location: Terminology Used in Sampling
Difficulty Level: Easy
83. The process of drawing a group of participants from a population ______.
A. sampling
B. surveying
C. locating
D. participant inclusion
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Knowledge
Answer Location: Introduction
Difficulty Level: Easy
84. If a sample looks just like the population it came from, which would it be?
A. representative sample
B. biased sample
C. convenience sample
D. snowball sample
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Application
Answer Location: Introduction
Difficulty Level: Hard
85. What is the definition of a sampling error?
A. a sample that is mostly similar to the correct population
B. the percentage of participants who drop out of a research study
C. the difference between the value of the sample statistic and the population parameter
D. the use of biased samples when representative samples should be used
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Knowledge
Answer Location: Terminology Used in Sampling
Difficulty Level: Easy
86. Which of the following types of sampling requires the largest sample size?
A. cluster sampling
B. simple random sampling
C. stratified sampling
D. systematic sampling
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Cluster Random Sampling
Difficulty Level: Hard
87. Even though most researchers would much prefer to be able to do a census of their study population, sampling is necessary because ______.
A. samples allow for greater participation by all members of the community to be studied
B. a census is generally too expensive and time-consuming
C. there are too many uncontrolled variables in a census that can be controlled for in a sample
D. when using a census there is no way to generalize the results of the study
Learning Objective: 10-1: Explain the difference between a sample and a census.
Cognitive Domain: Analysis
Answer Location: Introduction
Difficulty Level: Medium
88. When planning a study, Dr. Doe developed a participant pool that contained the same percentages of minorities, same gender makeup, and same socioeconomic makeup as the general population he planned to study. In fact, this sample has a similar makeup as the population on all variables. Dr. Doe’s sample was a ______.
A. critical-case sample
B. biased sample
C. representative sample
D. homogeneous sample
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Application
Answer Location: Introduction
Difficulty Level: Medium
89. Although it would be good to have everyone she asked to participate in the study, Dr. Smith knows that some people will refuse to participate. The percentage of sampled members who actually participate in the study known as the ______.
A. response rate
B. parameter rate
C. sampling ratio
D. population rate
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Application
Answer Location: Terminology Used in Sampling
Difficulty Level: Hard
90. A table of random numbers or a random number generator should be used when ______.
A. using quota sampling
B. using opportunistic sampling
C. randomly assigning participants
D. randomly selecting participants
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Application
Answer Location: Drawing a Simple Random Sample
Difficulty Level: Hard
91. A researcher would like to understand why some young people begin taking drugs and eventually drop out of school, while others from the same neighborhood stay in school, go on to college, and do very well in college. A study of these two groups would likely be based on what type of sampling?
A. homogeneous sample
B. typical-case
C. maximum variation
D. extreme-case
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Application
Answer Location: Sampling in Qualitative Research
Difficulty Level: Hard
92. Which of the following are NOT likely to be true of a study using opportunistic sampling?
A. Some of the cases might be similar to those used in critical-case, negative-case, and extreme-case sampling.
B. The cases that are studied might alter the focus of the study.
C. The researcher has a firm research plan that is clearly stated before the research starts.
D. The researcher is able to take advantage of opportunities that present themselves during the research process.
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Analysis
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
93. A sample that is systematically different from the population is called ______.
A. biased
B. representative
C. qualitative
D. sampling error
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
94. A ______ is a numerical characteristic of a sample and a(n) ______ is a numerical characteristic of a population.
A. sampling error; response rate
B. response rate; error
C. statistic; parameter
D. parameter; statistic
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Application
Answer Location: Terminology Used in Sampling
Difficulty Level: Hard
95. Dr. Dewey used systematic sampling for his current research study. This sampling strategy ______.
A. may lead to a biased sample if there is periodicity
B. was more difficult to complete than simple random sampling
C. was used for random assignment
D. is appropriate for use with qualitative data
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Analysis
Answer Location: Systematic Sampling
Difficulty Level: Medium
True/False
1. Using a random sampling strategy can lead to a biased sample.
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Comprehension
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
2. You can create a stratified sample by dividing the population into mutually exclusive groups and then choosing a random sample from each group.
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Stratified Random Sampling
Difficulty Level: Hard
3. Random assignment is used to ensure that the sample is similar to the population.
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Comprehension
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
4. Sampling procedures are the same for quantitative and qualitative research.
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Comprehension
Answer Location: Random Sampling Techniques | Nonrandom Sampling Techniques | Sampling in Qualitative Research
Difficulty Level: Medium
5. The response rate is the “number of people in the original sample who participate” divided by the “total number of people in the original sample.”
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Terminology Used in Sampling
Difficulty Level: Medium
6. If the clusters are of equal sizes, then cluster sampling is an equal probability selection method.
Learning Objective: 10-4: Know which sampling techniques are equal probability of selection methods.
Cognitive Domain: Comprehension
Answer Location: Cluster Random Sampling
Difficulty Level: Medium
7. If an experimental researcher wants to obtain a sample of students with a learning disability, he or she will probably use purposive sampling.
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Application
Answer Location: Purposive Sampling
Difficulty Level: Hard
8. The use of critical-case sampling and negative-case sampling would be an example of mixed purposeful sampling.
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
9. If you see evidence of periodicity you should either reorganize the sampling frame or discontinue the use of systematic sampling.
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Application
Answer Location: Systematic Sampling
Difficulty Level: Hard
10. When using a random number generator, you will occasionally get strings of nonrandom numbers and should discard those numbers and move on to other numbers.
Learning Objective: 10-5: Draw a simple random sample.
Cognitive Domain: Analysis
Answer Location: Drawing a Simple Random Sample
Difficulty Level: Medium
11. If you are studying a population of 200 students and you want a sample size of 25, then the sampling interval (k) in systematic sampling would be equal to 8.
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Application
Answer Location: Systematic Sampling
Difficulty Level: Hard
12. If you have a representative sample, then you can make statements about the general population based on your sample data.
Learning Objective: 10-2: Define the key terms used in sampling (representative sample, generalize, element, statistic, parameter, and so forth).
Cognitive Domain: Comprehension
Answer Location: Terminology Used in Sampling
Difficulty Level: Medium
13. A researcher asked each study participant to identify two other potential participants. This is an example of snowball sampling.
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Application
Answer Location: Snowball Sampling
Difficulty Level: Hard
14. In two-stage cluster sampling, random selection occurs at both stages.
Learning Objective: 10-8: Explain the characteristics of one-stage and two-stage cluster sampling.
Cognitive Domain: Knowledge
Answer Location: Two-Stage Cluster Sampling
Difficulty Level: Easy
15. Proportional stratified sampling is preferred when the researcher’s goal is to compare groups.
Learning Objective: 10-7: Explain the difference between proportional and disproportional stratified sampling.
Cognitive Domain: Knowledge
Answer Location: Disproportional Stratified Sampling
Difficulty Level: Easy
16. The sampling methods used in mixed research vary in terms of the times at which the data are collected and whether the same participants supply quantitative and qualitative data.
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Mixed Research
Difficulty Level: Medium
17. Simple random sampling is more efficient than proportional stratified sampling.
Learning Objective: 10-3: Compare and contrast the different random sampling techniques.
Cognitive Domain: Comprehension
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
18. Most experimental research studies use randomly selected samples.
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Comprehension
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
19. A general rule of thumb is that your sample should always be 10% of the size of the population
Learning Objective: 10-11: List the factors that you should consider when determining the appropriate sample size to be selected when using random sampling.
Cognitive Domain: Application
Answer Location: Determining the Sample Size When Random Sampling Is Used
Difficulty Level: Hard
20. Nonrandom sampling techniques are used for quantitative and qualitative research studies.
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Comprehension
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
21. It is possible to draw a random sample without a sample frame.
Learning Objective: 10-5: Draw a simple random sample.
Cognitive Domain: Application
Answer Location: Simple Random Sampling
Difficulty Level: Easy
22. It is possible to draw a simple random sample by putting all of the names from a population sampling frame on slips of paper, mixing them up in a bowl, and then drawing blindly the slips of paper until the desired sample size was reached.
Learning Objective: 10-5: Draw a simple random sample.
Cognitive Domain: Application
Answer Location: Simple Random Sampling
Difficulty Level: Hard
23. Systematic sampling, given it appropriately carried out, can yield a representative sample.
Learning Objective: 10-6: Draw a systematic sample.
Cognitive Domain: Comprehension
Answer Location: Systematic Sampling
Difficulty Level: Medium
24. In single stage cluster sampling, all cases within a cluster are sampled.
Learning Objective: 10-8: Explain the characteristics of one-stage and two-stage cluster sampling.
Cognitive Domain: Comprehension
Answer Location: One-Stage Cluster Sampling
Difficulty level: Medium
Essay
1. Describe equal probability of selection methods of sampling and give examples of equal probability of selection methods.
Learning Objective: 10-4: Know which sampling techniques are equal probability of selection methods.
Cognitive Domain: Comprehension
Answer Location: Simple Random Sampling | Systematic Sampling | Proportional Stratified Sampling | Two-Stage Cluster Sampling | Summary
Difficulty Level: Medium
2. Compare and contrast proportional and disproportional stratified sampling procedures and outcomes.
Learning Objective: 10-7: Explain the difference between proportional and disproportional stratified sampling.
Cognitive Domain: Analysis
Answer Location: Proportional Stratified Sampling | Disproportional Stratified Sampling
Difficulty Level: Medium
3. Compare and contrast random selection and random assignment.
Learning Objective: 10-10: Explain the difference between random selection and random assignment.
Cognitive Domain: Analysis
Answer Location: Random Selection and Random Assignment
Difficulty Level: Medium
4. The purposes of sampling differ in quantitative and qualitative studies. Describe the different purposes of sampling in quantitative and qualitative research studies.
Cognitive Domain: Analysis
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
5. Describe the eight mixed sampling designs used in mixed research.
Learning Objective: 10-13: Explain the two criteria that produce the 10 methods of sampling in mixed research.
Cognitive Domain: Application
Answer Location: Sampling in Mixed Research
Difficulty Level: Hard
6. Michael Patton describes the most common type of sampling in qualitative research is purposeful sampling. Describe the different strategies that qualitative researchers use and their potential purpose when used in a study.
Learning Objective: 10-12: Discuss sampling in qualitative research and compare and contrast the different sampling techniques used in qualitative research.
Cognitive Domain: Analysis
Answer Location: Sampling in Qualitative Research
Difficulty Level: Medium
7. If someone were to ask you to create a sample that was representative of the United States, what kind of sampling plan would you do?
Learning Objective: 10-8: Explain the characteristics of one-stage and two-stage cluster sampling.
Cognitive Domain: Analysis
Answer Location: Cluster Random Sampling
Difficulty Level: Medium
8. Technically speaking, a convenience sample is not statistically representative. What are some strategies that researchers use to help clarify the nature of convenience samples? What are some strategies a reader could use to evaluate the representativeness of a convenience sample?
Learning Objective: 10-9: List and explain the characteristics of the different nonrandom sampling techniques.
Cognitive Domain: Analysis
Answer Location: Convenience Sampling
Difficulty Level: Medium
Document Information
Connected Book
Educational Research Quantitative Approaches 7e Bank
By R. Burke Johnson
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Chapter 8 Data Collection Quant, Qual, Mixed
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Chapter 9 How To Construct A Questionnaire
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Chapter 10 Sampling In Quantitative, Qualitative, And Mixed Research
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Chapter 11 Validity Research Quant Qual Mix
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Chapter 12 Experimental Research Weak And Strong Designs
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