Ch20 Test Questions & Answers Data Analysis in Qualitative - Educational Research 6e Answer Key + Test Bank by Robert Burke Johnson. DOCX document preview.
Chapter 20: Data Analysis in Qualitative and Mixed Research
Learning Objectives
- Understand the terminology surrounding qualitative data analysis.
- Describe the process of coding.
- List the different types of codes.
- Know what it means to analyze data inductively.
- Code some text data.
- Know some of the common types of relationships found in qualitative data.
- Describe the procedures used to analyze qualitative data.
- List the three most popular computer programs that are used to analyze qualitative data.
- Know the advantages and disadvantages of using computer programs for qualitative data analysis.
- Describe the cells of the mixed research data analysis matrix.
- Describe the seven analytical procedures used in mixed analysis.
Multiple Choice Questions
1. The cyclical process of collecting and analyzing data during a single research study is known as:
a. Transcription
b. Interim analysis
c. Segmenting
d. Typology
Learning Objective: 1, 2
Cognitive Domain: Knowledge
Answer Location: Interim Analysis
Difficulty Level: Easy
2. A qualitative researcher is studying the implementation of systemic mathematical reform in a school. During the school year he collects data, analyzes the data, and then makes further decisions about additional data to collect. This process is known as:
a. Transcription
b. Interim analysis
c. Segmenting
d. Typology
Learning Objective: 2
Cognitive Domain: Application
Answer Location: Interim Analysis
Difficulty Level: Medium
3. Qualitative researchers often take reflective notes about what they are learning from the data. The process of taking these notes is called:
a. Transcription
b. Typology
c. Segmenting
d. Memoing
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Memoing
Difficulty Level: Easy
4. Juan is a qualitative researcher studying the lives of high school students in a rural community. He spends one day a week for 10 weeks in the school observing the social interactions of the students as they arrive, during lunch, and at after school activities. He also interviews the students and teachers. As he is reviewing the interview data, he remembers one day from the observations where he was perplexed about why the students interacted as they did. He jots down a note that reminds him that this interview provides them with a theory about the interactions he observed. This process of jotting notes as he examines the data is called:
a. Memoing
b. Transcription
c. Facesheet coding
d. Drawing diagrams
Learning Objective: 2
Cognitive Domain: Application
Answer Location: Memoing
Difficulty Level: Medium
5. The process of dividing data into meaningful analytic units is called:
a. Memoing
b. Transcription
c. Segmenting
d. Drawing Diagrams
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Segmenting, Coding, and Developing Category Systems
Difficulty Level: Easy
6. Keneshia is studying how school counselors engage in one-to-one career counseling with high school students. She records and transcribes the dialogue between the students and the counselors in the sessions. What would be the unit that he would use to segment the transcribed data set?
a. Each conversational turn in the session
b. Each sentence of the session
c. Each paragraph of the transcript
d. Each word in the session
Learning Objective: 2.2
Cognitive Domain: Application
Answer Location: Segmenting, Coding, and Developing Category Systems
Difficulty Level: Hard
7. A list of all codes used in a research study is called:
a. A master list
b. An inductive code
c. An a priori code
d. A face-sheet code
Learning Objective: 2.3
Cognitive Domain: Knowledge
Answer Location: Segmenting, Coding, and Developing Category Systems--Codes
Difficulty Level: Easy
8. The consistency across different data coders is called:
a. The master list
b. Intracoder reliability
c. Intercoder reliability
d. Co-occurring codes
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Segmenting, Coding, and Developing Category Systems--Codes
Difficulty Level: Easy
9. The consistency of a coder with himself or herself in coding the data is called:
a. The master list
b. Intracoder reliability
c. Intercoder reliability
d. Co-occurring codes
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Segmenting, Coding, and Developing Category Systems--Codes
Difficulty Level: Easy
10. Codes that are generated by a researcher by directly examining the data are called:
a. A priori codes
b. Post hoc codes
c. Master list codes
d. Inductive codes
Learning Objective: 3, 4
Cognitive Domain: Knowledge
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
11. Codes that are developed prior to examining the data are called:
a. A priori codes
b. Post hoc codes
c. Master list codes
d. Inductive codes
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
12. A researcher is doing a study of students’ concepts of bullying. She starts out with a set of codes that she developed from a previous study of bullying. These codes are labeled:
a. A priori codes
b. Post hoc codes
c. Inductive codes
d. Master list codes
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Inductive and A Priori Codes
Difficulty Level: hard
13. A researcher is doing a study of peer groups in middle school. She interviews five girls and five boys. She is doing a grounded theory study; hence, she decides to start by generating her codes as she scans through her transcriptions of her data. These codes are labeled:
a. A priori codes
b. Post hoc codes
c. Inductive codes
d. Master list codes
Learning Objective: 3, 4
Cognitive Domain: Application
Answer Location: Inductive and A Priori Codes
Difficulty Level: Hard
14. Codes that partially or completely overlap are called:
a. Facesheet codes
b. Co-occurring codes
c. A priori codes
d. Master list codes
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Co-Occurring and Facesheet Codes
Difficulty Level: Easy
15. A researcher does a study where he interviews teachers concerning their beliefs about grading. He notices that a code indicating belief in the objectivity of grades tends to appear along with a belief in the usefulness of multiple choice tests. The redundancy of these codes indicates that these codes are:
a. Facesheet codes
b. A priori codes
c. Master list codes
d. Co-occurring codes
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Co-Occurring and Facesheet Codes
Difficulty Level: Hard
16. Codes that apply to a complete document or case are called:
a. Facesheet codes
b. A priori codes
c. Master list codes
d. Co-occurring codes
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Co-Occurring and Facesheet Codes
Difficulty Level: Easy
17. A researcher does a study where he interviews and observes kindergarten and third grade teachers. One code he attaches to each interview transcript is whether the teacher was a third grade teacher or a kindergarten teacher. This tag for grade of teacher is called:
a. A facesheet code
b. An a priori code
c. A master list code
d. A co-occurring code
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Co-Occurring and Facesheet Codes
Difficulty Level: Easy
18. The process of quantifying data in qualitative research is called:
a. Enumeration
b. Co-occurring codes
c. Facesheet coding
d. Diagramming
Learning Objective: 5
Cognitive Domain: knowledge
Answer Location: Enumeration
Difficulty Level: Easy
19. A researcher studying school discipline codes the different incidents into different categories of disciplinary problems. She then counts the number of incidents that involve violence. The process of counting of the incidents is called:
a. Facesheet coding
b. Diagramming
c. A priori Coding
d. Enumeration
Learning Objective: 5
Cognitive Domain: Application
Answer Location: Enumeration
Difficulty Level: Easy
20. In looking at the relationships between coding categories, the relation X is a kind of Y in Spradley’s taxonomy of semantic relations is labeled:
a. Spatial
b. Rationale
c. Means-end
d. Strict inclusion
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
21. In looking at the relationships between coding categories, the relation, “X is a place in Y; X is part of Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Spatial
b. Rationale
c. Means-end
d. Strict inclusion
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
22. In looking at the relationships between coding categories, the relation, “X is a result of Y; X is a cause of Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Cause-effect
b. Rationale
c. Means-end
d. Strict inclusion
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
23. In looking at the relationships between coding categories, the relation, “X is a reason for doing Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Sequence
b. Rationale
c. Means-end
d. Strict inclusion
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
24. In looking at the relationships between coding categories, the relation, “X is a place for doing Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Rationale
b. Means-end
c. Strict inclusion
d. Location for action
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
25. In looking at the relationships between coding categories, the relation, “X is used for Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Function
b. Attribution
c. Means-end
d. Strict inclusion
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
26. In looking at the relationships between coding categories, the relation, X is a way to do Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Spatial
b. Rationale
c. Means-end
d. Strict inclusion
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
27. In looking at the relationships between coding categories, the relation, “X is a step (stage) in Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Spatial
b. Rationale
c. Means-end
d. Sequence
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
28. In looking at the relationships between coding categories, the relation, “X is an attribute (characteristic) of Y,” in Spradley’s taxonomy of semantic relations is labeled:
a. Spatial
b. Rationale
c. Means-end
d. Attribution
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Easy
29. A researcher does a study of students’ phenomenological feelings about problem solving. One of her categories of codes involves positive affect. Two subcategories of that category of positive affect are (1) smiling when solves the problem and (2) shouting hooray when finished. The relation between these subcategories and the overall category of positive affect is:
a. Spatial
b. Sequence
c. Strict inclusion
d. Function
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Hard
30. A researcher does a study of schools where teachers get along well. She finds that in schools where the teachers get along well, there is a dedicated teacher’s lounge. That is, a teachers’ lounge is part of a school where teachers get along. Which of Spradley’s categories of relationships is identified in this example?
a. Spatial
b. Cause-effect
c. Means-end
d. Sequence
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Hard
31. A researcher does a study of students who drop out of school. She finds that when she looks at drop-outs, she finds that dropping-out is often the result of having no parental supervision during the middle school years. Her conclusion about drop-outs reflects which of Spradley’s categories of semantic relations?
a. Location for action
b. Spatial
c. Strict inclusion
d. Cause-effect
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Medium
32. A researcher is studying lunchroom activities in schools. She visits some schools that have what they label “quiet lunch” where children are not allowed to talk. She interviews the principals about this policy and finds out that the reason they claim they do it is to make sure that children eat in the allotted time that they have for lunch. Which of Spradley’s categories of semantic relations is reflected in the description presented above?
a. Strict inclusion
b. Rationale
c. Spatial
d. Sequence
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Hard
33. A researcher is studying discipline in classrooms. She observes that teachers often take students into the cloak room to scold them or discipline them in some other way. The cloak room is the place where disciplining is done. Which of Spradley’s categories of semantic relations is reflected in the description presented above?
a. Cause-effect
b. Rationale
c. Sequence
d. Location-for-action
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Medium
34. A researcher is studying how teacher leaders are used in schools. One thing he finds is that teacher leaders are often charged with doing professional development when new curricula are implemented. Thus teacher leaders are often professional developers. Which of Spradley’s categories of semantic relations is reflected in the description presented above?
a. Function
b. Cause-effect
c. Sequence
d. Location-for-action
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Medium
35. A researcher is studying how counselors pass their state licensing exam. She discovers that one way to enhance the likelihood of passing is to study with a group of people. Another way she finds is to take a review course. Which of Spradley’s categories of semantic relations is reflected in the description presented above?
a. Sequence
b. Location-for-action
c. Attribution
d. Means-end
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories (near Table 6)
Difficulty Level: Medium
36. A researcher studies the process of increasing achievement in schools that are failing. She finds that the first step to successful change was to give the principal leeway in following the school districts rules. The next step was to allow the principal to hand pick his or her staff. The example above is best represented by which of Spradley’s taxonomy of semantic relations?
a. Attribution
b. Spatial
c. Sequence
d. Function
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories (near Table 6)
Difficulty Level: Medium
37. A researcher studies the characteristics of effective deans of colleges of education. She finds that deans who have weaker academic credentials than their faculty are ineffective. The example above is best represented by which of Spradley’s taxonomy of semantic relations?
a. Attribution
b. Spatial
c. Sequence
d. Function
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories
Difficulty Level: Medium
38. A classification system that breaks something down into different types or kinds.
a. Typology
b. Inductive coding
c. A priori codes
d. Co-occurring codes
Learning Objective: 6
Cognitive Domain: Knowledge
Answer Location: Identifying Relationships Among Categories (near Figure 3)
Difficulty Level: Easy
39. A researcher does a study of the different varieties of story problems presented in an Algebra class. She develops a typology that categorizes all of the problems in her study. This typology is:
a. Mutually exclusive
b. Exhaustive
c. An a priori code
d. An enumeration
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories (near Figure 3)
Difficulty Level: Easy
40. A researcher does a study of elementary schools. He develops a typology that classifies all schools into one of five different separate and distinct classifications. This typology is:
a. Mutually exclusive but not exhaustive
b. Exhaustive and mutually exclusive
c. An a priori code
d. An enumeration
Learning Objective: 6
Cognitive Domain: Application
Answer Location: Identifying Relationships Among Categories (near Figure 3)
Difficulty Level: Medium
41. When a qualitative researcher makes a sketch, drawing, or outline to clarify something, this is called:
a. Enumerating
b. A priori coding
c. Diagramming
d. Boolean operation
Learning Objective: 7
Cognitive Domain: Knowledge
Answer Location: Drawing Diagrams
Difficulty Level: Easy
42. A researcher is studying the steps to successful curricular reform draws a picture that outlines the factors that lead to successful reform. This picture is called:
a. A network diagram
b. A Boolean operator
c. An enumeration
d. An a priori code
Learning Objective: 7
Cognitive Domain: Knowledge
Answer Location: Drawing Diagrams
Difficulty Level: Easy
43. Which of the following pictures is a network diagram?
a. Steps to choosing a science major
b.
c.
d. Students’ Academic Majors
Economics
Mathematics
Chemistry
Biology
Learning Objective: 10.6
Cognitive Domain: Analysis
Answer Location: Drawing Diagrams near Figure 4
Difficulty Level: Hard
44. Which of the following Boolean operators would find all the teachers who used manipulatives (blocks, chips, and such) to teach problem solving in math, other than the kindergarten teachers?
a. Manipulatives and problem solving and kindergarten
b. Manipulatives or problem solving or kindergarten
c. Not Manipulatives or kindergarten and problem solving
d. Manipulatives and problem solving not kindergarten
Learning Objective: 7
Cognitive Domain: Application
Answer Location: Computer Programs for Qualitative Data Analysis
Difficulty Level: Medium
45. A researcher is interested in whether a group of counselors who have counseled students who subsequently committed violent crimes mentioned any common characteristics of such children. She finds that in one case the violent crime was associated with a traumatic divorce and abuse by a stepparent. She decides to do a search in the computer program she has to see if this were true for other cases. Which of the following searches would find both of those events occurring?
a. Traumatic divorce not abuse or stepparent
b. Traumatic divorce or abuse and stepparent
c. Traumatic divorce and stepparent and abuse
d. Traumatic divorce and abuse not stepparent
Learning Objective: 7
Cognitive Domain: Application
Answer Location: Computer Programs for Qualitative Analysis
Difficulty Level: Medium
46. When researchers show images to research participants during formal or informal interviews, this is called:
a. Triangulation
b. Transcription
c. Photo Interviewing
d. Memoing
Learning Objective: 1
Cognitive Domain: Knowledge
Answer Location: Analysis of Visual Data
Difficulty Level: Easy
47. Searching for potential ways of classifying inductive codes into successive levels or layers is called:
a. Memoing
b. Enumeration
c. Hierarchical analysis
d. network diagramming
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Themeing the Data and Creating Hierarchical Category Systems
Difficulty Level: Medium
48. A word, or more typically, a set of words denoting an important idea that occurs multiple times in your data is called:
a. A Theme
b. A memo
c. Enumeration
d. Transcription
Learning Objective: 2
Answer Location: Themeing the Data and Creating Hierarchical Category Systems
Difficulty Level: Medium
49. In mixed analysis, ____ refers to describing visually your quantitative data and/or your qualitative data.
a. Data display
b. Data transformation
c. Data reduction
d. Data correlation
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
50. In mixed analysis, ____ involves quantitizing and/or qualitizing data.
a. Data display
b. Data transformation
c. Data reduction
d. Data correlation
Learning Objective:11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
51. In mixed analysis, ____ involves correlating or cross-classifying different data types, such as transforming qualitative data into categorical variables and examining their relationships with quantitative variables.
a. Data display
b. Data transformation
c. Data reduction
d. Data correlation
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
52. A researcher does a mixed methods study of how teachers accommodate the learning preferences of students. One part of the study involves a quantitative measure of several learning preferences of students. The research takes the scores of students on the four different dimensions to create qualitative categories of learning preference. The researcher was engaged in what process?
a. Data Display
b. Data transformation
c. Data reduction
d. Data correlation
Learning Objective: 11
Cognitive Domain: Application
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Medium
53. As Dr. Turner read the transcripts from several interviews, she marked various passages with words such as “use of historical memory,” “making analogy,” and “defining.” What is the term for the process she was using?
a. Coding
b. Transcribing
c. Enumeration
d. Diagramming
Learning Objective: 2
Cognitive Domain: Application
Answer Location: Segmenting, Coding, and Developing Category Systems (near Table 1)
Difficulty Level: Easy
54. What is the identification and interpretation of symbolic meaning of visual data called?
a. Semiotic visual analysis
b. Semiotics
c. Visual content analysis
d. Diagramming
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Analysis of Visual Data
Difficulty Level: Medium
56. The study of signs and what they stand for in human culture is called?
a. Semiotic visual analysis
b. Semiotics
c. Visual content analysis
d. Photo interviewing
Learning Objective: 1
Cognitive Domain: Knowledge
Answer Location: Analysis of Visual Data
Difficulty Level: Medium
57. What is the purpose of the Mixed Analysis Matrix?
a. To provide a diagram of hierarchical analysis themes
b. To help conceptualize the ways data will be analyzed and transformed
c. To help qualitative researchers figure out how to organize themes
d. To display quantitative and qualitative data
Learning Objective: 11
Cognitive Domain: Comprehension
Answer Location: Mixed Analysis Matrix
Difficulty Level: Medium
58. In mixed research analysis, the quantitative and qualitative data are sometimes combined to create new configurations of codes, variables, or data sets. What is this called?
a. Data display
b. Data transformation
c. Data integration
d. Data consolidation
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
59. In mixed research analysis, creating representations of your quantitative data and/or your qualitative data is known as:
a. Data display
b. Data transformation
c. Data integration
d. Data consolidation
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
60. In his study, Dr. Piper asks participants to look at visual images and interpret their symbolic meaning. He is asking them to use:
a. Semiotic visual analysis
b. Semiotics
c. Visual content analysis
d. Photo interviewing
Learning Objective: 1
Cognitive Domain: Application
Answer Location: Analysis of Visual Data
Difficulty Level: Easy
61. In-vivo codes:
a. Are developed before the research study begins
b. Are overlapping sets of codes
c. Use the language and words of the research participants
d. Are codes that apply to a complete document or case
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Inductive and A priori Codes
Difficulty Level: Easy
62. In her mixed research analysis, Dr. Page has just combined her qualitative and quantitative findings into a coherent whole. This is an example of:
a. Data display
b. Data transformation
c. Data integration
d. Data consolidation
Learning Objective: 11
Cognitive Domain: Comprehension
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
63. In mixed research analysis, cutting down on the number of dimensions of the qualitative or quantitative data is known as:
a. Data reduction
b. Data transformation
c. Data integration
d. Data consolidation
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
64. In mixed research analysis, evaluating the findings of the qualitative and quantitative analyses is known as:
a. Data display
b. Data comparison
c. Data integration
d. Data correlation
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
True/False Questions
1. Intercoder reliability in qualitative analyses is analogous to interrater reliability in quantitative analyses.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Knowledge
Answer Location: Segmenting, Coding, and Developing Category Systems (near Table 2)
Difficulty Level: Easy
2. Initial coding of qualitative research data is called first stage coding.
a. True
b. False
Learning Objective: 1
Cognitive Domain: Knowledge
Answer Location: First and Second Stage Coding
Difficulty Level: Easy
3. Boolean searches cannot be done with qualitative data analysis programs.
a. True
b. False
Learning Objective: 7, 8, 9
Cognitive Domain: Knowledge
Answer Location: Computer Programs for Qualitative Data Analysis
Difficulty Level: Easy
4. Qualitative researchers are not concerned with corroborating and validating results.
a. True
b. False
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Corroborating and Validating Results
Difficulty Level: Easy
5. In vivo codes are codes that are grounded in participants own words.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
6. In qualitative analyses, there should be no co-occurring codes. All codes should be mutually exclusive.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Co-occurring and Facesheet Codes
Difficulty Level: Easy
7. Dr. Real developed a set of codes before beginning to code her data. These codes were based on her prior theory about what was important and what might be found in her the data. These codes were her a priori codes.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
8. While examining her data set Dr. Real found many data points that did not fit her predetermined codes. So she generated new codes as she examined the data based on what she was observing in the data. These new codes are called a priori codes.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
9. While examining her data set Dr. Real found many data points that did not fit her predetermined codes. So she generated new codes as she examined the data based on what she was observing in the data. These new codes are called inductive codes.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
10. Co-occurring codes will result in some data falling into two or more categories.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Co-Occurring and Facesheet Codes
Difficulty Level: Easy
11. In order to make sure that they were all coding data in the same way, a team of researchers periodically got together and checked for consistency and accuracy in their coding. They were checking for intercoder reliability.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Segmenting, Coding, and Developing Category Systems (near Table 2)
Difficulty Level: Easy
12. Jimmy wanted to be sure that his coding was consistent throughout the course of his study and so he asked a colleague to help him review his coding at points throughout the project. His colleague was checking for intracoder reliability.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Segmenting, Coding, and Developing Category Systems (near Table 2)
Difficulty Level: Easy
13. In mixed research joint displays are a useful way to organize and make sense of quantitative and qualitative data.
a. True
b. False
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Constructing Joint Displays in Mixed Data Analysis
Difficulty Level: Easy
14. In mixed data analysis, multidata-monoanalysis is rarely used.
a. True
b. False
Learning Objective: 10, 11
Cognitive Domain: Comprehension
Answer Location: Mixed Analysis Matrix
Difficulty Level: Medium
15. Facesheet codes apply to a complete document or case.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Co-occurring and Facesheet Codes (near table 5)
Difficulty Level: Easy
16. When a researcher uses codes that were developed before examining the current data, the researcher is using inductive codes.
a. True
b. False
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Inductive and A Priori Codes
Difficulty Level: Easy
17. In qualitative data analysis, the term typology is used to signify Spradley’s cause-effect semantic relationships.
a. True
b. False
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Identifying Relationships Among Categories (near table 6)
Difficulty Level: Medium
18. A network diagram can be used in qualitative and in quantitative research.
a. True
b. False
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Drawing Diagrams
Difficulty Level: Medium
19. Words such as AND, OR, NOT, IF, THEN, and EXCEPT are called Boolean operators.
a. True
b. False
Learning Objective: 7, 9
Cognitive Domain: Knowledge
Answer Location: Computer Programs for Qualitative Analysis
Difficulty Level: Easy
20. Qualitative data analysis is a multistage process.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: First and Second Stage Coding
Difficulty Level: Easy
21. Data Transformation involves quantitizing and/or qualitatizing data.
a. True
b. False
Learning Objective: 11
Cognitive Domain: Knowledge
Answer Location: Analytical procedures in Mixed Data Analysis
Difficulty Level: Easy
22. In qualitative data analysis, MAXQDA refers to the name for a computer program for analyzing qualitative data.
a. True
b. False
Learning Objective: 8
Cognitive Domain: Knowledge
Answer Location: Computer Programs for Qualitative Data Analysis
Difficulty Level: Easy
23. In mixed data analysis researchers seldom try to integrate quantitative and qualitative data.
a. True
b. False
Learning Objective: 11
Cognitive Domain: Comprehension
Answer Location: Analytical Procedures in Mixed Data Analysis
Difficulty Level: Easy
24. The mixed research data analysis matrix used in your textbook is constructed by crossing the dimension of analysis types and the dimension of data types.
a. True
b. False
Learning Objective: 10
Cognitive Domain: Comprehension
Answer Location: Mixed Analysis Matrix
Difficulty Level: Medium
25. In the class of analysis called monodata-multianalysis, both quantitative and qualitative analytical techniques are used.
a. True
b. False
Learning Objective: 10
Cognitive Domain: Comprehension
Answer Location: Mixed Analysis Matrix
Difficulty Level: Easy
26. In the class of analysis called multidata-multianalysis, both quantitative and qualitative analytical techniques are used.
a. True
b. False
Learning Objective: 10
Cognitive Domain: Comprehension
Answer Location: Mixed Analysis Matrix
Difficulty Level: easy
Essay Questions
- Describe the advantages and disadvantages of using computer programs for qualitative data analysis.
Learning Objective: 8
Cognitive Domain: Analysis
Answer Location: Computer Programs for Qualitative Data Analysis
Difficulty Level: Medium
- Describe the cells of the mixed research data analysis matrix. Be sure to describe the differences between monoanalysis, multianalysis, monodata, and multidata.
Learning Objective: 10
Cognitive Domain: Comprehension
Answer Location: Mixed Analysis Matrix
Difficulty Level: Medium
AACSB Standard
- Discuss the entire qualitative data analysis process starting with data preparation, coding, finding relationships, displaying data, and drawing inferences.
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: First part of chapter, sections on Interim Analysis, Memoing, Analysis of Visual Data, Data Entry and Storage, Segment, Coding, and Developing Category Systems, First and Second Stage Coding, Enumeration, Theming the Data and Creating Hierarchical Category Systems, Identifying Relationships Among Categories, Corroborating and Validating Results
Difficulty Level: Medium
- A researcher does a mixed methods study on teacher burnout. She initially does a survey of teachers across several districts. The survey includes information on the school’s location and demographics, as well as questions about the amount of time teachers spend on different activities (classroom time, planning time, bus duty, after school activities, grading, and support networks—from school or family). After the survey, she visits a sample of teachers who indicated on the survey that they were thinking of leaving the profession. She decides to do multiple case studies of these teachers. She observes the teachers for two days and interviews the teachers. Describe the processes that you would use to do a mixed data analysis of these data.
Learning Objective: 11
Cognitive Domain: Application
Answer Location: Data Analysis in Mixed Research
Difficulty Level: Hard
- Compare and contrast semiotic visual analysis and visual content analysis.
Learning Objective: 3, 5
Cognitive Domain: Analysis
Answer Location: Analysis of Visual Data
Difficulty Level: Hard
Document Information
Connected Book
Educational Research 6e Answer Key + Test Bank
By Robert Burke Johnson