Quasi-Experimental Design Chapter.7 Full Test Bank - Complete Test Bank | Research Methods for Social Work 1e by Farmer by Antoinette Y. Farmer. DOCX document preview.
Chapter 7: Quasi-Experimental Design
Test Bank
Multiple Choice
1. In a quasi-experimental design, the researcher manipulates which variable?
A. dependent
B. independent
C. impartial
D. subsequential
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
2. In a quasi-experimental design, how many control groups are there?
A. zero
B. one
C. two
D. three
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
3. The group not receiving the intervention is referred to as the ______ group.
A. control
C. placebo
D. decoy
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
4. Because there is no random assignment, quasi-experimental design cannot be used to establish ______.
A. causality
B. facts
C. truth
D. realities
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
5. ______ refers to the selection of persons to include in the comparison group who are similar to those in the experimental group.
A. Categorizing
B. Organizing
C. Matching
D. Selecting
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
6. Quasi-experimental designs are well-suited for ______ research, as they allow the researcher to examine the relationship between the independent and dependent variable.
A. explanatory
B. expensive
C. exparte
D. exploratory
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
7. Quasi-experimental designs require researchers to propose research questions that examine the association between the ______ and dependent variable.
A. hypothesis
B. theory
C. interdependent
D. independent
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Research Questions
Difficulty Level: Easy
8. A ______ sampling strategy involves selecting persons from the target population because they are accessible to the researcher.
A. convenience
B. targeted
C. purposeful
D. realistic
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
9. A ______ sampling strategy involves selecting persons from the target population because of their fit with the purpose of the study and inclusion criteria.
A. convenience
B. targeted
C. purposeful
D. realistic
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
10. Which of the following research questions is a quasi-experimental design question?
A. Is green better than red regarding which color people most often prefer?
B. Is there an association between receiving job training and obtaining a job?
C. Do blondes have more fun than people with other hair colors?
D. Should families eat more chicken than they currently do?
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Application
Answer Location: Research Questions
Difficulty Level: Medium
11. Which of the following would indicate a purposeful sampling strategy question?
A. Are you between the ages of 18 and 21?
B. Do you go to the mall often?
C. Are you available right now?
D. What time is it?
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Application
Answer Location: Sampling Strategy
Difficulty Level: Medium
12. Which of the following would indicate a convenience sampling strategy question?
A. Are you between the ages of 18 and 21?
B. Do you go to the mall often?
C. Are you available right now?
D. What time is it?
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Application
Answer Location: Sampling Strategy
Difficulty Level: Medium
13. Which study topic would make random assignment unethical?
A. taste testing chocolate bars
B. testing the effects of new bipolar medication
C. testing whether people enjoy a new hand cream
D. taste testing whether a new sweetener is too bitter to use in tea
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Application
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Medium
14. Which of the following could be part of an ethical quasi-experimental design study?
A. testing whether or not children like a new cereal
B. introducing a new workout program to single moms
C. introducing a dog program at a veteran’s hospital to see if it impacts their mood
D. testing whether meditation benefits teenagers who cannot sleep
Learning Objective: 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Analysis
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Hard
15. How many groups are there in a non-equivalent comparison group design?
A. zero
B. one
C. two
D. three
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
16. How many interventions are there in a non-equivalent comparison group design?
A. zero
B. one
C. two
D. three
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
17. How many tests are there in a non-equivalent comparison group design?
A. zero
B. one
C. two
D. three
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
18. Which of the following occurs when you see changes in an outcome because randomization was not used to form the groups and the groups were not equivalent at the outset?
A. selection bias
B. statistical bias
C. support error
D. shelf life error
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
19. When participants’ extreme low or high schores on the dependent variables impact the selection of the intervention group, this is known as ______.
A. statistical regression to the mode
B. scientific regression to the mean
C. scientific regression to the mode
D. statistical regression to the mean
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
20. ______ effect occurs when participants in the intervention group have an influence on participants in the comparison group.
A. Influential
B. Contamination
C. Beneficial
D. Redundant
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
21. ______ occurs when participants in the comparison group become aware of the intervention and feel that are being denied the benefits of such intervention and therefore do less well on the dependent variable than they would have outside of the experiment.
A. Resentful demoralization
B. Selection bias
C. Multiple treatment inference
D. Participant regression
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Easy
22. In a time-series design, what is interrupted by the implimentation of the intervention?
A. observation
B. research
C. pretest
D. posttest
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Time-Series Design
Difficulty Level: Easy
23. A time-series design can establish association between the intervention and the ______.
A. researcher
B. subject
C. outcome variable
D. income variable
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Time-Series Design
Difficulty Level: Easy
24. Changes in the target behavior due to the client recording her behavior are called ______.
A. reactivity
B. redundancy
C. reviewed studies
D. remission of information
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Time-Series Design
Difficulty Level: Easy
25. A change in the measure used to assess the dependent variable is called ______.
A. measurement alteration
B. additional measurement
C. instrumental interlude
D. instrumentation
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Knowledge
Answer Location: Time-Series Design
Difficulty Level: Easy
26. Why might a person’s reactivity threaten a study’s internal validity?
A. They change their behavior based on realizing others are observing them.
B. They prefer not to be observed as often as the study requires.
C. Researchers ask them to change their behavior to get better results.
D. The study ends early and the person goes home early.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Time-Series Design
Difficulty Level: Medium
27. Which of the following history situations could threaten internal validity?
A. beginning an exercise routine the week after starting the study
B. taking the study drug as prescribed
C. being 10 min late for a study appointment
D. asking the researcher to call you by your middle name
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Time-Series Design
Difficulty Level: Medium
28. Which of the following is an example of a natural experiment?
A. how quickly a city rebounds after a hurricane
B. whether Drug A worked better than Drug B
C. which football team has the best season
D. whether study participants sign their name in pen or in pencil
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Natural Experiments
Difficulty Level: Medium
29. Which of the following is an example of confounding?
A. losing weight while taking a study drug and exercising more often
B. turning left and then turning right on the way to a study
C. earning money and free lunch for participating in a study
D. liking one researcher but not liking another in the same study
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Natural Experiments
Difficulty Level: Medium
30. In the example OOOOOO X OOOOOO, when the O stands for observation, what does the X stand for?
A. observation break
B. it separates two separate clinical trials
C. the intervention
D. the change of researchers running the study
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Time-Series Design
Difficulty Level: Medium
31. If a trend line slope is significant, what can be inferred?
A. A mistake was made in the testing.
B. Intervention led to the outcome.
C. Researchers must rerun the tests.
D. The item being studied is of poor quality.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Time-Series Design
Difficulty Level: Medium
32. In a natural experiment, which group selection process occurs?
A. organization
B. intentional
C. randomization
D. reunification
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Comprehension
Answer Location: Natural Experiments
Difficulty Level: Medium
33. Which of the following can best be evaluated via natural experiments?
A. how hurricanes impact childcare
B. which candy bar people prefer
C. whether people wear shorts or pants at the movies
D. how grocery shoppers move through a store
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
34. When studying the impact of a policy intervention, which of the following groups should be compared?
A. people’s behavior before the policy implementation and after the policy implementation
B. people’s behavior before the policy implementation and those who complain about the policy
C. people’s feelings about the policy and their behavior after the policy implementation
D. people’s feelings about the policy before the policy implementation and whether they complain about the policy after implementation
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
True/False
1. Natural experiments method is an appropriate way to evaluate Germany’s parental level benefits program.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
2. Having two policies inacted simultaneously makes it more difficult to measure whether the natural experiment process led to one outcome.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
3. Cofounding is beneficial because having multiple possible causes of the outcome simply increase getting the outcome researchers want.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
4. Data from the natural experiment can be analyzed using a variety of inferential statistics.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
5. A time-series design is one where there is repeated measurement of the dependent variable prior to the implementation of the intervention and after the intervention has been implemented.
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Time-Series Design
Difficulty Level: Medium
Short Answer
1. How can quasi-experimental designs inform social work practice?
Learning Objective 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
2. What do natural experiments allow researchers to infer?
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
3. What is the difference between purposeful and convenience sampling strategies?
Learning Objective 7.1: Identify the ways in which quasi-experimental designs can be used.
Cognitive Domain: Knowledge
Answer Location: Quasi-Experimental Designs Defined
Difficulty Level: Easy
4. In a non-equivalent comparison group design, should there be a change in the posttest scores of the comparison group; why or why not?
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Application
Answer Location: Natural Experiments
Difficulty Level: Medium
5. How might a social work intervention study minimize multiple treatment inference?
Learning Objective: 7.2: Differentiate between the various types of quasi-experimental designs.
Cognitive Domain: Analysis
Answer Location: Non-Equivalent Comparison Group Design
Difficulty Level: Hard
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Complete Test Bank | Research Methods for Social Work 1e by Farmer
By Antoinette Y. Farmer