Reference no: EM132293837

Part A -

QUESTION 1 - In conducting a MANOVA on a cluster of five related variables, a researcher obtains an F value that is significant at the .01 level. What is the next step that should be taken in analyzing the data?

Reexamine the cluster to see if any variables should be removed.

Test for the equality of group dispersions.

Compute a mean vector score for each variable.

Conduct an ANOVA on each dependent variable in the cluster.

QUESTION 2 - Use of the t test for a single mean requires:

a normal score distribution.

homogeneity of variance.

random selection of research participants.

knowledge of the population mean.

QUESTION 3 - The test for homogeneity of independent variances, the test for homogeneity of related variances, and the F maximum test for homogeneity of variance are all forms of:

analysis of covariance.

nonparametric statistics.

analysis of variance.

multivariate analysis of variance.

QUESTION 4 - Compared with a longitudinal study, an important advantage of a cross-sectional study is that:

information is collected at several points in time.

the data can be obtained more rapidly.

developmental changes can be detected more accurately.

the data are not distorted by faulty recall.

QUESTION 5 - Analysis of variance focuses on the:

between-groups variance.

within-groups variance.

ratio of between-groups variance to within-groups variance.

mean scores of each group in the analysis.

QUESTION 6 - The purpose of the t test for multiple comparisons is to:

adjust for statistically significant differences that occur by chance because the comparison groups are compared on many variables.

provide an alternative approach to multiple comparisons when the assumptions underlying analysis of variance are not satisfied.

enable the use of analysis of variance when the number of comparison groups exceeds five.

all of the above.

QUESTION 7 - The F ratio is computed to determine:

whether the members of a sample have been randomly selected from a population.

the statistical significance of the difference between the mean scores of two or more groups.

whether two or more groups have different frequency distributions on a categorical variable.

all of the above.

QUESTION 8 - The best way to select two groups for comparison in a causal-comparative research study so that they are highly different on the presumed causal variable is:

through the use of matching.

by random selection of the groups from the defined population.

by determining the range of scores of the defined population on a measure of the variable and then selecting individuals whose scores are at the extreme of the range.

by using theory to determine the hypothetically extreme ranges of the presumed causal variable and then recruit volunteers who satisfy the requirements of the these ranges.

QUESTION 9 - In causal-comparative research, matching is used to:

equate two groups on one or more extraneous variables.

identify groups that represent the extremes of a phenomenon.

predict the direction of a presumed causal relationship.

ensure that groups with different characteristics are selected randomly.

QUESTION 10 - Longitudinal research designs are particularly useful for studying:

processes involved in human development.

cross-cultural differences in beliefs and values.

possible causal relationships between different variables.

differences in the views of various members of a defined population at a given time.

QUESTION 11 - Descriptive research can focus on depicting:

educators' attitudes.

educators' professional behavior.

educators' beliefs.

all of the above.

QUESTION 12 - In causal-comparative research, matching is used to:

equate two groups on one or more extraneous variables.

identify groups that represent the extremes of a phenomenon.

predict the direction of a presumed causal relationship.

ensure that groups with different characteristics are selected randomly.

QUESTION 13 - Compared to parametric statistics, nonparametric statistics:

have less statistical power.

have more statistical power.

involve many more assumptions about score distribution in the population being studied.

cannot be used to determine whether a null hypothesis can be rejected.

QUESTION 14 - The Mann-Whitney U test, the Wilcoxon signed rank test, and the Kruskal-Wallis test:

all are forms of chi-square tests.

are preferred when the research data are rank or interval scores that grossly violate parametric assumptions of normal distribution and homogeneity of variance.

are used to compare the score distributions of three or more groups.

all of the above.

QUESTION 15 - An opinion poll is an example of which type of descriptive research?

Description of a sample at one point in time

Cross-sectional research

Longitudinal research

Case study research

QUESTION 16 - Analysis of covariance is the preferred test rather than analysis of variance when:

there are initial differences between the samples on a measured variable related to the dependent variable.

there are extreme differences in the sample variances.

the scores of the groups being compared are in the form of categorical frequency counts.

the scores of the groups being compared are in the form of ranks.

QUESTION 17 - A casual-comparative design is a type of:

non-experimental research investigation.

experimental research investigation.

descriptive research investigation.

none of the above.

QUESTION 18 - Which statistical test is considered a parametric test?

Chi-square

Mann-Whitney

Wilcoxon signed rank

MANOVA

QUESTION 19 -  Chi-square should be used when data are in the form of:

ranks.

standard scores.

continuous scores.

category frequencies.

QUESTION 20 - A casual-comparative design seeks to find relationships between independent and dependent variables:

after an action or event has already occurred.

before an action or event has already occurred.

by the researcher manipulating the independent variable.

by the researcher manipulating the dependent variable.

Part B -

QUESTION 1 - The last step in developing a test is to:

collect data on test validity and reliability.

define the constructs to be measures.

define the target population.

review similar test.

QUESTION 2 - The deviation of a sample statistic from the actual parameter for the population from which the sample was randomly drawn is a measure of:

population validity.

sampling error.

statistical significance.

variability.

QUESTION 3 - The main reason that most educational research involves non-probability sampling is researchers' concern for:

convenience in obtaining the sample.

generalizability of the findings.

fairness to all research participants.

statistical significance.

QUESTION 4 - Which of the following is an important criterion for determining whether an experiment has population validity?

A clear description of the target population

A detailed description of the sampling procedure

Identification and description of the sampling frame

all of the above

QUESTION 5 - A test is reliable to the extent that it:

yields scores that are consistent by different raters.

measures a known construct.

contains nonrandom measurement error.

measures what it supposed to measure.

QUESTION 6 - In contrast to the use of performance tests in research, the use of self-report measures generally:

is directed at measurement of personality characteristics.

is meant to demonstrate each respondent's level of a characteristic that is typical for her.

is subject to distortion due to response sets.

all of the above.

QUESTION 7 - A disadvantage of cluster sampling compared to other sampling techniques is that:

one cannot use conventional formulas for computing statistics on the data.

it requires including research participants in the sample from every sampling unit.

this technique is more expensive than other sampling techniques.

it rejects randomization as a basis for sample selection.

QUESTION 8 - If it is necessary to use only volunteers in a research study, the best precaution is for the researcher to:

consider whether volunteers are likely to differ from non-volunteers on critical variables.

interview the volunteers before selecting them.

require a public commitment to participate.

keep the description of the study's purpose brief and matter-of-fact.

QUESTION 9 - An important benefit of doing a pilot test of a questionnaire is that it:

encourages respondents to be more truthful in answering questionnaire items.

permits respondents to decline to participate.

increases the proportion of questionnaire recipients who complete the questionnaire.

allows the researcher to revise and retest the questions until most respondents understand them.

QUESTION 10 - Test validity is:

not a unitary concept.

an intrinsic property of the test.

an intrinsic property of the test scores.

associated with inferences that are made from test scores.

QUESTION 11 - Contacting the test developer directly is particularly useful when you wish to obtain:

tables of norms for the test.

recent information about the test that has not yet been published.

reliability and validity information about the test.

information about how to administer and score the test.

QUESTION 12 - For survey research, what is the minimum desirable number of participants?

15

30

100

all of the above

QUESTION 13 - Stratified random sampling is usually a better approach than random sampling if the researcher:

wants to avoid sampling bias.

is studying a target population that is highly homogeneous.

expects small differences between the groups being compared.

wants to study the performance of different subgroups within the sample.

QUESTION 14 - In correlational research, what is the minimum desirable number of participants?

10

15

30

all of the above

QUESTION 15 - Which of the following is an example of an inferential observational variable?

The number of times the audience applauds during a lecture

The lecturer's empathy with the audience

The amount of time that the lecturer used an overhead projector

The quality of the examples provided by the lecturer

QUESTION 16 - In doing a survey of Chicago residents' evaluation of their schools, the researcher divides the city into 9 square-block areas and randomly selects 20 areas for study. This is an example of:

stratified random sampling.

cluster sampling.

subgroup analysis.

use of a large sample.

QUESTION 17 - The interpretation of an individual's test score by comparing it to the scores earned by other individuals is referred to as:

norm-referenced measurement.

individual-referenced measurement.

domain-referenced measurement.

objectives-referenced measurement.

QUESTION 18 - The problem of attrition (loss of research participants) is best reduced by:

the use of systematic sampling techniques.

the use of volunteers as research participants.

fostering research participants' commitment to the study and maintaining rapport with them.

including subgroups of research participants proportional to their numbers in the population.

QUESTION 19 - Volunteers are likely to constitute a biased sample because they:

have been found to differ from nonvolunteers on numerous characteristics.

are less responsive to experimental interventions than individuals who are required to participate.

are more susceptible to the Hawthorne effect than nonvolunteers.

tend to have more conservative attitudes than nonvolunteers.

QUESTION 20 - Measuring the elapsed time that target behaviors occur is referred to as:

duration recording.

time sampling.

interval recording.

continuous recording.