Ch9 Test Bank Answers Six Major Methods of Data Collection - Educational Research 6e Answer Key + Test Bank by Robert Burke Johnson. DOCX document preview.
Chapter 9: Six Major Methods of Data Collection
Learning Objectives
- List the six major methods of data collection.
- Explain the difference between method of data collection and research method.
- Define and explain the characteristics of each of the six methods of data collection.
- Explain the concept of standardization.
- Explain the key characteristics of the four different types of interviews.
- Describe the four roles the researcher can take in qualitative interviewing.
- List at least five commonly used interviewing probes.
- Explain how the fundamental principle of mixed research can be applied to methods of data collection and provide an example.
- State the two “cardinal rules” of educational research mentioned in this chapter.
Multiple Choice
1. When a moderator leads a small group of people in the discussion of a topic or issue, this is called:
a. A focus group
b. An interview
c. A questionnaire
d. A secondary data collection
Learning Objective: 1, 3
Cognitive Domain: Knowledge
Answer Location: Focus Groups
Difficulty Level: Easy
2. Bill is conducting an interview. He asks questions a in the natural course of conversation and in no predetermined order. He is conducting a(n):
a. Standardized open-ended interview
b. Closed quantitative interview
c. Interview guide approach interview
d. Informal conversational interview
Learning Objective: 5, 6
Cognitive Domain: Application
Answer Location: Qualitative Interviews
Difficulty Level: Medium
3. For his research project, Terry has specified the topics and issues he will cover in the interview but he is able to ask the questions in any order. It appears Terry is using:
a. A standardized open-ended interview
b. A closed quantitative interview
c. The interview guide approach
d. An informal conversational interview
Learning Objective: 5, 6
Cognitive Domain: Application
Answer Location: Qualitative Interviews
Difficulty Level: Medium
4. Interviews where the exact wording and sequence of questions are determined in advance, but the responses are open-ended are called:
a. Standardized open-ended interviews
b. Closed quantitative interviews
c. The interview guide approach
d. The informal conversational interviews
Learning Objective: 5, 6
Cognitive Domain: Knowledge
Answer Location: Qualitative Interviews
Difficulty Level: Easy
5. Interviews where the question and response categories are determined ahead of time are called:
a. Standardized open-ended interviews
b. Closed quantitative interviews
c. The interview guide approach
d. The informal conversational interviews
Learning Objective: 5, 6
Cognitive Domain: Knowledge
Answer Location: Qualitative Interviews
Difficulty Level: Easy
6. Kyle is moderating a discussion that involves a small group of people who were brought together to discuss school district finances. Kyle is conducting a:
a. Closed interview group
b. Focus group
c. Laboratory observation
d. Focus event group
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Focus Groups
Difficulty Level: Medium
7. The role of the group moderator in a focus group is to:
a. Steer group discussions in a particular way
b. Take verbatim notes during the discussion
c. Probe responses
d. Collect quantitative data
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Focus Groups
Difficulty Level: Difficult
8. Observation done in a setting arranged by an experimenter is called:
a. Focus groups
b. Naturalistic observation
c. Laboratory observation
d. Informal conversational interviews
Learning Objective: 1, 3
Cognitive Domain: Knowledge
Answer Location: Observation
Difficulty Level: Easy
9. Kelly is observing second graders throughout the school day. This type of data collection is called:
a. Focus groups
b. Naturalistic observation
c. Laboratory observation
d. Informal conversational observation
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Observation
Difficulty Level: Medium
10. When an observation is initiated when specific incidents occur and continues after the incident, the researcher is using:
a. Event sampling
b. Time-interval sampling
c. Random sampling
d. Qualitative sampling
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Quantitative Observation
Difficulty Level: Medium
11. When the occurrence of behaviors or events during a specific time interval (e.g., during the first 10 minutes of each class) is examined, this is called:
a. Event sampling
b. Time-interval sampling
c. Random sampling
d. Time sampling
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Quantitative Observation
Difficulty Level: Easy
12. The difference between quantitatively-oriented and qualitatively-oriented observation is that:
a. Qualitative observation only examines specific behaviors that are predetermined
b. Quantitative observation involves observing all relevant phenomena in a setting
c. Qualitative observation involves the attempt to observe all potentially relevant phenomena occurring in a setting
d. Qualitative observation is usually done in laboratories
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
13. When taking field notes, it is a good idea to:
a. Correct and edit them as soon as possible
b. Wait for a long time before you correct and edit them
c. Use time sampling techniques
d. Throw them out after you have read them.
Learning Objective: 1, 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Easy
14. When a researcher is a complete participant in a qualitative study, he or she:
a. Participates without revealing his or her identity to other participants in the setting
b. Does not participate, but only observes the activities of the other participants
c. Tells the other participants that he or she is a researcher
d. Participates in the setting, but tells others he or she is a researcher
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
15. When a researcher is a participant-as-observer, he or she:
a. Participates without revealing his or her identity to other participants in the setting
b. Does not participate, but only observes the activities of the other participants
c. Tells the other participants that he or she is a researcher and only observes
d. Participates in the setting, and tells others he or she is a researcher
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
16. When a researcher is an observer-as-participant, he or she:
a. Spends a limited amount of time observing group members who know he or she is observing
b. Is a participant in the setting more than an observer
c. Does not tell participants that he or she is a researcher
d. Participates in a setting without letting people know he or she is a researcher
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
17. When a researcher is a complete observer, he or she:
a. Spends a limited amount of time observing group members who know he or she is observing
b. Is a participant in the setting more than an observer
c. Observes as an outsider without letting others know he or she is doing research
d. Participates in a setting without letting people know he or she is a researcher
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
18. When people change their behavior when they are being observed, this is known as:
a. Event sampling
b. Time-interval sampling
c. The think-aloud technique
d. Reactivity
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
19. One problem that qualitative researchers have is that:
a. People are reluctant to show their “backstage behavior”
b. People are reluctant to show their “frontstage behavior”
c. They need computers to do time-interval sampling
d. They need data standardized collection instruments to record variables
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Qualitative Observation
Difficulty Level: Medium
20. Which of the following is an example of secondary/existing data?
a. Results of a questionnaire developed for a study
b. Results of a standardized tests from your study
c. Personal documents
d. Achievement scores from your experimental study
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Constructed and Secondary or Existing Data
Difficulty Level: Medium
21. Open-ended questions provide primarily _____ data.
a. Confirmatory
b. Qualitative
c. Quantitative
d. Hypothesis testing
Learning Objective: 1, 3, 5
Cognitive Domain: Comprehension
Answer Location: Qualitative Interviews
Difficulty Level: Medium
22. The overall design and strategy that the researcher will use is known as the:
a. Event sampling
b. Observational frame
c. Research method
d. Method of data collection
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Introductory section (read the whole chapter)
Difficulty Level: Medium
23. A type of secondary or existing data would be _______.
a. Focus group transcripts
b. Interview transcripts
c. Archived research data
d. Visual observation data
Learning Objective: 1, 3
Cognitive Domain: Comprehension
Answer Location: Constructed and Secondary or Existing Data
Difficulty Level: Medium
24. Probes can be used more freely in _____.
a. Interviews
b. Questionnaires
c. Observations
d. Documents
Learning Objective: 3, 7
Cognitive Domain: Comprehension
Answer Location: Interviews
Difficulty Level: Easy
25. During Lucy’s research study, third graders must work together to build a bridge from wooden sticks. She then analyzes the bridges according to design principles. Lucy is using:
a. Secondary data
b. Constructed data
c. Existing data
d. Naturalistic observation data
Learning Objective: 1, 3
Cognitive Domain: Analysis
Answer Location: Constructed and secondary or Existing data
Difficulty Level: Difficult
26. Time-interval sampling is used in which type of observation?
a. Quantitative
b. Qualitative
c. Photo sampling
d. Event sampling
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Quantitative Observation
Difficulty Level: Easy
27. Observation that attempts to examine all potentially relevant phenomena is known as:
a. Laboratory observation
b. Nonparticipatory observation
c. Quantitative observation
d. Qualitative observation
Learning Objective: 3
Cognitive Domain: Qualitative Observation
Answer Location: comprehension
Difficulty Level: Easy
28. Observation that is done in a controlled setting set up by the researcher is which of the following?
a. Laboratory observation
b. Naturalistic observation
c. Participatory observation
d. Qualitative observation
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Observation
Difficulty Level: Easy
29. Observation that is done in real-world settings is called which of the following?
a. Laboratory observation
b. Naturalistic observation
c. Quantitative observation
d. Reactive observation
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Observation
Difficulty Level: Easy
30. Standardized observation is associated with:
a. Participatory observation
b. Naturalistic observation
c. Quantitative observation
d. Qualitative observation
Learning Objective: 3
Cognitive Domain: Comprehension
Answer Location: Quantitative Observation
Difficulty Level: Medium
31. The technique for physically obtaining data to be analyzed in a research study is known as
The:
a. Research method
b. Method of data collection
c. Research frame
d. Fundamental principle of mixed research.
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Introduction
Difficulty Level: Medium
32. What people say and do only with their closest friends is called (by Goffman) which of the following?
a. Frontstage behavior
b. Backstage behavior
c. Friendship behavior
d. Interactive behavior
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Qualitative Observation
Difficulty Level: Medium
33. The person in an interview situation who answers the questions is known as the:
a. Interviewer
b. Interviewee
c. Leader
d. Recipient
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Interviews
Difficulty Level: Easy
34. A spontaneous, loosely-structured interview is called a ____.
a. Standardized open-ended interview
b. Photo interview
c. Informal off-record discussion
d. Informal conversational interview
Learning Objective: 5
Cognitive Domain: Knowledge
Answer Location: Qualitative Interviews
Difficulty Level: Easy
35. Phil has spent a limited amount of time observing school counselors who he told that he was observing. Phil was a:
a. Complete participant
b. Participant-as-observer
c. Observer-as-participant
d. Complete observer
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Qualitative Observation
Difficulty Level: Medium
36. As part of her dissertation research, Betsy spent over a year living and teaching in Finland. She lived with another teacher and told the faculty and students at the school that she was studying them. Her method of data collection is known as:
a. Complete participant
b. Participant-as-observer
c. Observer-as-participant
d. Complete observer
Learning Objective: 3
Cognitive Domain: Analysis
Answer Location: Qualitative Observation
Difficulty Level: Difficult
37. Holly collected data on her fellow students looking at course related material versus not course related material on their laptops during her graduate education classes. Her classmates did not know about her collecting these data. Holly was a(n):
a. Complete participant
b. Participant-as-observer
c. Observer-as-participant
d. Complete observer
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Qualitative Observation
Difficulty Level: Difficult
38. An early childhood education researcher observed preschoolers playing on the playground. The children did not know why she was on the playground; they just thought she was a teacher. In this qualitative observation, the researcher was a:
a. Complete participant
b. Participant-as-observer
c. Observer-as-participant
d. Complete observer
Learning Objective: 3
Cognitive Domain: Application
Answer Location: Qualitative Observation
Difficulty Level: Difficult
39. Anything written, photographed, or recorded by an organization that a researcher decides to use as data is known as:
a. Source data
b. Secondary data
c. Official documents
d. Company records
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Constructed and Secondary or Existing Data
Difficulty Level: Medium
40. In educational research, what does the term “reactivity” mean?
a. Various reactions observed in participants toward each other
b. Changes that occur in people because they know they are being observed
c. Possible negative implications the conducted research could cause for participants
d. Characteristic reactions in different types of participants based on organizational socialization
Learning Objective: 3
Cognitive Domain: Knowledge
Answer Location: Qualitative Observation
Difficulty Level: Easy
41. Any material thing created or left by humans that might provide information about a phenomenon of interest to a researcher.
a. Comprehensive data
b. Personal data
c. Physical data
d. Archived Research data
Learning Objective: 1, 3
Cognitive Domain: Knowledge
Answer Location: Constructed and Secondary or Existing Data
Difficulty Level: Medium
42. Data originally used for research purposes and used later by a different researcher for a different purpose is specifically known as:
a. Comprehensive data
b. Secondary data
c. Physical data
d. Archived Research data
Learning Objective: 1, 3
Cognitive Domain: Comprehension
Answer Location: Constructed and Secondary or Existing Data
Difficulty Level: Medium
43. When an interview takes place at an unexpected time or place and it is impossible to record the interview, what should a researcher do in order to ensure that as little information as possible is lost?
a. Ask the interviewee to write down everything he or she remembers about the encounter
b. Take field notes, if possible, and write down everything you can remember about the encounter as soon as possible after the encounter
c. Take field notes and write down everything that is important about the encounter only after you have checked with the interviewee about their thoughts about the encounter
d. Make a point of never agreeing to speak to project participants if you do not have a recorder available
Learning Objective: 5
Cognitive Domain: Application
Answer Location: Qualitative Interviews
Difficulty Level: Medium
44. A researcher is observing and taking notes on the interactions of a group of boys who hang out in an inner city neighborhood. Each day the researcher simply sits and records as much as possible about what he sees and hears from his surroundings in the neighborhood. The type of data collection this researcher is doing would best be described as:
a. Event sampling
b. Time-interval sampling
c. Naturalistic observation
d. Participant-observer
Learning Objective: 1, 3
Cognitive Domain: Analysis
Answer Location: Observation
Difficulty Level: Medium
45. Dr. James decided to study a group of individuals and prepares by spending a year getting to know the members of the group and living among them. Her method of data collection is most likely to involve:
a. Qualitative observation (e.g., participant-as-observer)
b. Photo interviewing
c. Event sampling
d. Time-interval sampling
Learning Objective: 2, 3,
Cognitive Domain: Application
Answer Location: Qualitative Observation
Difficulty Level: Medium
46. A researcher is examining the following items to understand life at a specific community in the past: journal entries, ship manifests, records from religious archives, suits of armor. The major method of data collection used here is called:
a. Secondary or existing data
b. Personal documents
c. Official documents
d. Physical data
Learning Objective: 2, 3
Cognitive Domain: Application
Answer Location: Constructed, and Secondary or Existing Data
Difficulty Level: Medium
47. After completing a study of a group of elderly travelers, Dr. Howard got to know several of them on a personal level through continued contact and extensive personal interaction. He found that several of the impressions he had during the study were not really accurate. This is likely an example of which two research concepts?
a. Complete observer/reactivity
b. Visual data/photo interviewing
c. Laboratory observer/naturalistic observer
d. Front stage behavior/backstage behavior
Learning Objective: 3
Cognitive Domain: Analysis
Answer Location: Qualitative Observation
Difficulty Level: difficult
48. As part of his graduate assistantship Brian is in a classroom counting the number of times the teacher praises students’ behavior. This is an example of:
a. Naturalistic observation
b. Laboratory observation
c. Time sampling
d. Qualitative observation
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Observation
Difficulty Level: Medium
49. Ms. Harris is an elementary school teacher. Every 15 minutes she notes whether Carl is on- or off-task. This is an example of:
a. Event sampling
b. Backstage behavior
c. Time-interval sampling
d. Visual data collection
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Quantitative Observation
Difficulty Level: Medium
50. Dr. Black’s research involves videotapes of elementary school students’ interactions on the playground. His method of data collection could best be described as:
a. Open-ended interview
b. Visual data
c. Laboratory observation
d. Official documents
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Visual Data
Difficulty Level: Medium
51. We describe objects or data produced by participants during a research study as:
a. Visual data
b. Personal documents
c. Constructed data
d. Physical data
Learning Objective: 3
Cognitive Domain: knowledge
Answer Location: Constructed and Secondary or Existing Data
Difficulty Level: Easy
52. In interviews, the purpose of using a probe is to:
a. To improve understanding and the depth or responses
b. Establish rapport with the interviewee
c. Make the interview last longer
d. Make sure all interviews have the same number of questions
Learning Objective: 7
Cognitive Domain: Comprehension
Answer Location: Interviews
Difficulty Level: Medium
53. In an interview:
a. The interviewer should talk more than the interviewee
b. The interviewee should talk more than the interviewer
c. The interviewer and the interviewee should talk about the same amount of time
d. There should not be differences in the amount of talking done by the participants
Learning Objective: 5, 6
Cognitive Domain: Application
Answer Location: Table 9.2
Difficulty Level: Medium
54. Which of the following is a component of effective interviewing?
a. Having interviewees respond with as few words as possible.
b. Allowing the interviewee to discuss whatever he or she wants to.
c. Using nonverbal behavior to indicate that you are interested in what the interviewee is saying.
d. all of the above.
Learning Objective: 5, 6
Cognitive Domain: Application
Answer Location: Table 9.2
Difficulty Level: Medium
55. Which of the following is a research method?
a. Ethnography
b. Observations
c. Focus Groups
d. Tests
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Chapter Introduction
Difficulty Level: Medium
56. The use of two or more methods of data collection in a research study is known as:
a. Intramethod mixing
b. Intermethod mixing
c. The fundamental principle of mixed research.
d. Quantitative observation
Learning Objective: 2, 8
Cognitive Domain: Comprehension
Answer Location: Chapter introduction
Difficulty Level: Medium
57. Which of the following is an example of intramethod mixing?
a. Time-interval sampling and interviewing teachers about student behaviors.
b. Interviews and focus groups with teachers about effective teaching strategies.
c. Tests and questionnaires that assess student learning.
d. Counting the frequencies of children’s reaction and rating the positivity of the interactions from videotapes of children’s interactions.
Learning Objective: 2, 8
Cognitive Domain: Comprehension
Answer Location: Chapter introduction
Difficulty Level: Medium
58. When interviewers say almost the same things to all interviewees, we say that there was:
a. Standardization
b. Parity
c. Intermethod mixing
d. Naturalistic observation
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Quantitative Interviews
Difficulty Level: Medium
59. Which of the following is an example of a commonly used interview probe?
a. “What I hear you saying is”
b. “I know what you mean”
c. “The same thing happened to me”
d. “Let me repeat the question please”.
Learning Objective: 7
Cognitive Domain: Analysis
Answer Location: Table 9.1
Difficulty Level: Difficult
60. One of the cardinal rules of educational research is:
a. Standardization must always be used
b. Provide multiple sources of evidence
c. Include alternative explanations
d. Quantitative data is better than qualitative data
Learning Objective: 9
Cognitive Domain: Comprehension
Answer Location: Chapter Introduction
Difficulty Level: Medium
61. “Rule out alternative explanations” is:
a. The fundamental principle of mixed research
b. The first principle of interview design
c. A cardinal rule of educational research
d. An example of backstage behavior
Learning Objective: 9
Cognitive Domain: Comprehension
Answer Location: Chapter Introduction
Difficulty Level: Medium
62. In qualitative interviews, the interviewer:
a. Establishes trust and rapport with the interviewee
b. Requires the interviewee to reveal information he or she does not want to
c. Must always follow a script
d. Never has a script
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Qualitative interviews
Difficulty Level: Medium
63. In qualitative interviewers, interviewers do not:
a. Ask follow-up questions as they naturally emerge
b. Use probes and prompts when clarification is needed
c. Provide evaluative information about interviewee’s responses
d. Act as the repository of detailed information from the interview
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Qualitative interviews
Difficulty Level: Medium
True-False
1. The idea that you should mix methods in a way that provides complementary strengths and nonoverlapping weaknesses is known as the fundamental principle of mixed research.
a. True
b. False
Learning Objective: 8
Cognitive Domain: Comprehension
Answer Location: Chapter introduction
Difficulty Level: Medium
2. Primary data are original data collected as part of a study.
a. True
b. False
Learning Objective: 1, 3
Cognitive Domain: Comprehension
Answer Location: Constructed and Secondary or Existing data
Difficulty Level: Easy
3. Every 30 minutes a web cam comes on in a classroom and records for three minutes in order to take a sampling of what is going on in this class. This is called time-interval sampling.
a. True
b. False
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Observation
Difficulty Level: Medium
4. A focus group is a good way to get data from a group of participants, although a frequent problem is that the participants will discuss off-task issues and will never get to the topics the researcher wishes for them to discuss.
a. True
b. False
Learning Objective: 1, 3
Cognitive Domain: Application
Answer Location: Focus Groups
Difficulty Level: Medium
5. A key difference between qualitative and quantitative interview questions is that quantitative questions tend to be closed-ended and qualitative tend to be open-ended.
a. True
b. False
Learning Objective: 1, 3, 5, 6
Cognitive Domain: Comprehension
Answer Location: Interviews, Quantitative Interviews, Qualitative Interviews
Difficulty Level: Medium
6. If a researcher asks a question during an interview and does not understand the answer, he or she is likely to ask a question from a prepared list. The follow-up question is called a paradigm question.
a. True
b. False
Learning Objective: 5, 6, 7
Cognitive Domain: Comprehension
Answer Location: Qualitative Interviews
Difficulty Level: Medium
7. The methods of data collection used in a research study should be based on the methods that are likely to effectively address the research question, rather than based on the researcher’s preference.
a. True
b. False
Learning Objective: 2
Cognitive Domain: Comprehension
Answer Location: Chapter introduction
Difficulty Level: Medium
8. Because interviews are a great deal like conversations, little training is required before conducting the interview.
a. True
b. False
Learning Objective: 1, 3
Cognitive Domain: Comprehension
Answer Location: Quantitative Interviews
Difficulty Level: Easy
9. In an interview, it is important for the interviewer to monitor his or her behavior.
a. True
b. False
Learning Objective: 1, 3, 6
Cognitive Domain: Comprehension
Answer Location: Table 9.2
Difficulty Level: Medium
10. An informal conversational interview is a type of quantitative interview.
a. True
b. False
Learning Objective: 1, 3, 6
Cognitive Domain: Comprehension
Answer Location: Interviews, Table 9.3
Difficulty Level: Easy
11. The purpose of standardization in data collection is to ensure that all participants have the same stimuli to respond to.
a. True
b. False
Learning Objective: 4
Cognitive Domain: Knowledge
Answer Location: Quantitative Interviews
Difficulty Level: Easy
12. The optimal number of people who should participate in a focus group is 20.
a. True
b. False
Learning Objective: 1, 3
Cognitive Domain: Knowledge
Answer Location: Focus Groups
Difficulty Level: Easy
13. Observation is watching behavioral patterns of people in certain situations to obtain information.
a. True
b. False
Learning Objective: 1, 3
Cognitive Domain: Comprehension
Answer Location: Observation
Difficulty Level: Easy
14. When an interviewer says “What do you mean?” he is using a probe.
a. True
b. False
Learning Objective: 7
Cognitive Domain: Analysis
Answer Location: Qualitative interviews
Difficulty Level: Medium
15. “Ask as many questions as you can” is a “cardinal rule of education research”.
a. True
b. False
Learning Objective: 9
Cognitive Domain: Comprehension
Answer Location: Chapter introduction
Difficulty Level: Easy
16. A strength of closed quantitative interviews is that respondents fit their experiences and feelings into categories developed by the researcher.
a. True
b. False
Learning Objective: 1, 3, 5
Cognitive Domain: Comprehension
Answer Location: Interviews, Table 9.3
Difficulty Level: Medium
Essay
1. Explain the differences between method of data collection and research method.
Learning Objective: 2
Cognitive Domain: Analysis
Answer Location: Chapter Introduction
Difficulty Level: Medium
2. Define standardization and discuss its importance to data collection.
Learning Objective: 4
Cognitive Domain: Comprehension
Answer Location: Quantitative interviews.
Difficulty Level: Medium
3. Describe the roles taken on by interviewers conducting qualitative interviews.
Learning Objective: 6
Cognitive Domain: Comprehension
Answer Location: Qualitative Interviews
Difficulty Level: Difficult
4. Define the fundamental principle of mixed research and using an example, explain how it can be applied to methods of data collection.
Learning Objective: 8
Cognitive Domain: Analysis
Answer Location: Chapter introduction
Difficulty Level: Difficult
5. Describe the two “cardinal rules” of education research mentioned in this chapter and how they influence the research methods and methods of data collection chosen by a researcher.
Learning Objective: 9
Cognitive Domain: Analysis
Answer Location: Chapter Introduction
Difficulty Level: Difficult
Document Information
Connected Book
Educational Research 6e Answer Key + Test Bank
By Robert Burke Johnson
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