Introduction to Educational Research Exam
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Course Introduction
Introduction to Educational Research offers a foundational exploration of the principles and practices that underpin systematic inquiry in education. This course equips students with essential skills to design, conduct, and analyze educational research by covering key topics such as research methodologies, data collection techniques, ethical considerations, and the interpretation of quantitative and qualitative data. Through critical examinations of published studies and hands-on assignments, students learn to evaluate the validity and reliability of research findings, laying the groundwork for informed decision-making and evidence-based practice in educational settings.
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Introduction to Educational Research Second Edition by Craig A. Mertler
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Page 2
Chapter 1: What Is Educational Research
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Q1) What is the first formal step for conducting educational research?
A) discuss the research with colleagues.
B) clearly state the questions and/or problem.
C) formulate a specific plan for conducting the research.
D) secure funding for the research.
Answer: B
Q2) The population is drawn from the sample.
A)True
B)False
Answer: False
Q3) Qualitative research employs numerical data.
A)True
B)False
Answer: False
Q4) Which part of the research process is often the most daunting?
A) the review of existing literature related to the topic or problem.
B) the formulation of a specific plan for conducting the research
C) the collection, analysis, and interpretation of data
D) the explanation of findings
Answer: C
Page 3
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Chapter 2: Overview of the Educational Research Process
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Q1) The educational research process is ______.
A) cyclical
B) linear
C) divergent
D) redundant
Answer: A
Q2) Surveys, checklists, interviews, and questionnaires are different types of observational data.
A)True
B)False
Answer: False
Q3) Which section of an educational research reports do readers sometimes "skip ahead" and read?
A) data analysis
B) final conclusions
C) research questions
D) literature review
Answer: D
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Page 4
Chapter 3: Identifying a Research Problem
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Q1) Variables can be ______.
A) continuous only
B) discrete only
C) continuous and discrete
D) open and closed
Answer: C
Q2) Any sort of trait or characteristic that differs from one individual, object, procedure, or setting to another is known as a(n) ______.
A) constant
B) element
C) variable
D) factor
Answer: C
Q3) A(n) ______ ranks individuals in order of the degree to which they possess a certain characteristic.
A) nominal scale
B) ordinal scale
C) continuous scale
D) confounding scale
Answer: B
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Chapter 4: Ethics in Educational Research
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Q1) Highlight why it's important to pay special attention to the extent to which research study participants are able to voice opinions/concerns about participation.
Q2) An example of a well-developed proposal is ______.
A) one measured with multiple data collection tools
B) one that includes more than one manipulated variable
C) one that includes multiple types of data
D) one that delineates the nature of each of the study's aspects
Q3) Educational researchers must adhere to ethical considerations and ensure that the participants in their studies are protected in a variety of ways.
A)True
B)False
Q4) Why do children provide assent, not consent?
Q5) Define and describe accurate disclosure.
Q6) Participation in any study should always be voluntary.
A)True
B)False
Q7) Adults provide assent, children provide consent.
A)True
B)False
6
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Chapter 5: Reviewing Related Research Literature
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Q1) Before a researcher begins to search for literature related to his or her topic, he or she should be aware of several "characteristics" when reviewing the body of literature. Discuss these "characteristics" and their importance to conducting an effective literature review.
Q2) Discuss how to use Boolean operators in the literature search and how they are helpful.
Q3) The worth of a research topic is directly proportional to the amount of literature available on that topic.
A)True
B)False
Q4) Knowing what research has been conducted serves many functions for the researcher.
A)True
B)False
Q5) What does it mean when something is "peer reviewed?"
A) The study was reviewed and approved by students.
B) The study was reviewed and approved by faculty/professional researchers.
C) The study was reviewed and approved by the government.
D) The study was reviewed and approved by the public.
Q6) Discuss the pertinence of academic journals to the literature review.
Page 7
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Chapter 6: Qualitative Research Methods
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Q1) A ______ does not participate in the activities of the group.
A) participant observer
B) privileged observer
C) prepared observer
D) secondary observer
Q2) Discuss why grounded theory is "grounded" in (i.e., why it is called grounded theory) and when a researcher would use grounded theory.
Q3) Which of the following is a characteristic of qualitative research?
A) Qualitative research is descriptive.
B) Qualitative researchers analyze their data deductively.
C) Qualitative researchers are concerned primarily with product.
D) Qualitative research is artificial.
Q4) Discuss the weaknesses of ethnographic research.
Q5) Both the accuracy of the information and the truthfulness of the author must be evaluated as part of the process of collecting and analyzing data when conducting ethnographic research.
A)True
B)False
Q6) Discuss the strengths of ethnographic research.
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Q7) Explain the differences among the commonly used qualitative research designs.
Chapter 7: Quantitative Research Methods
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Q1) Quantitative research studies tend to be ______ in scope, focusing on a handful of key ______.
A) cohesive; studies
B) conducted; universities
C) multiplied; populations
D) narrow; variables
Q2) The Solomon four-group design is a combination of the posttest-only control group design and the pretest-posttest control group design.
A)True
B)False
Q3) When conducting quantitative studies, researchers seek to describe current situations, establish relationships between variables, and sometimes attempt to explain causal relationships between variables.
A)True
B)False
Q4) When using web or e-mail surveys, a 50% response rate may be acceptable.
A)True
B)False
Q5) Discuss the strengths and weaknesses of quasi-experimental research.
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Chapter 8: Mixed-Methods Research
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Q1) Explain why it is acceptable to combine some of the justifications for using mixed-methods designs.
Q2) The purpose of conducting mixed-methods research studies is ______.
A) important to the researcher
B) to investigate by measuring variables
C) to investigate the quality of a given topic
D) to investigate a topic from different perspectives
Q3) The data required for mixed-methods studies are determined by ______.
A) the researcher's preferences
B) the suggestions made by the institutional review board
C) the study's goals/questions
D) none of these
Q4) Explain the importance of identifying the appropriate mixed-methods design.
Q5) Which of the following is a strength of mixed-methods research?
A) It is still growing and developing.
B) The strength of one can offset the weakness of another.
C) It is seen as less practical, but more through.
D) Researchers focus on one type of data.
Q6) What are the four possible points of interface between quantitative and qualitative strands?
Page 10
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Chapter 9: Action Research
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Q1) The analysis of action research data is, typically, ______ than for other, more formal types of research studies.
A) much more complex
B) much less complex
C) more time-consuming
D) less time-consuming
Q2) The purpose of action research is to generalize solutions to larger populations.
A)True
B)False
Q3) An important aspect of action research includes ______.
A) two models of mixed-methods
B) no limited number of mixed-methods
C) four models of mixed-methods
D) the development of action plans
Q4) A possible and common topic area for action research studies is ______.
A) identifying a problem
B) analyzing data independently
C) manipulating control conditions
D) replicating previous research
Q5) Briefly discuss the purpose of the two types of action research.
Page 11
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Chapter 10: Writing a Research Proposal
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Q1) Describe the instrumentation section in a quantitative research proposal.
Q2) The discussion of ______ in a qualitative research proposal is similar to that in a quantitative research proposal.
A) extraneous factors
B) outliers
C) delimitations
D) limitations
Q3) A key aspect of writing the research proposal is the writing style.
A)True
B)False
Q4) The methodology section does not include information regarding ______.
A) the research participants/sample
B) the research design
C) the proposed timeline
D) the data collection procedures
Q5) Assumptions are assertions that the researcher must prove to be true.
A)True
B)False
Q6) List components commonly found in the methodology section of a research proposal.
Page 12
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Chapter 11: Qualitative Data Collection and Analysis
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Q1) As you make observations, over time patterns should begin to emerge.
A)True
B)False
Q2) Evaluative validity refers to ______.
A) the accuracy of the interpretations of participants' behaviors and words
B) the factual accuracy of the account provided in the research
C) the extent to which the researcher behaved objectively enough to report the data and findings in an unbiased manner, without making judgments of the collected data
D) the extent to which the study, and its final report, relates the phenomenon being studied to a broader theory
Q3) ______ involves the intentional selection of individuals and sites to learn about or understand the topic at hand.
A) Random sampling
B) Stratified sampling
C) Purposeful sampling
D) Proactive sampling
Q4) Describe extreme case sampling.
Q5) Describe the purpose of observer's comments in field notes.
Q6) Describe the difference between the types of data journals.
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Chapter 12: Quantitative Data Collection
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Q1) ______ data are arbitrarily assigned a number to represent each variable, but ______ data are assigned numbers that are no longer arbitrary and have some sort of quantitative meaning.
A) Ordinal; nominal
B) Nominal; ordinal
C) Nominal; interval
D) Interval; nominal
Q2) Many researchers cite a sample size of ______ as a minimum guideline for correlational, causal-comparative, and true experimental research.
A) 30
B) 50
C) 75
D) 100
Q3) Subgroups are often referred to as ______.
A) population entities
B) sample entities
C) secondary groups
D) strata
Q4) Describe a measurement scale.
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Chapter 13: Quantitative Data Analysis
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Q1) Which of the following describes measures of relative standing?
A) They are descriptive statistics.
B) They compare the performance of an individual on one or more measures or tests with the entire population of individuals who took the same test.
C) They indicate where a given score falls in a distribution in relation to all other scores in all distributions.
D) They are referred to as norm-controlled scores.
Q2) Statistical analysis procedures do which of the following?
A) assist with identifying error in a sample
B) assist with measurement sampling
C) assist with representative sampling
D) assist with developing the hypotheses
Q3) Histograms cannot present frequency distribution data.
A)True
B)False
Q4) Sampling error is the term used when researchers make mistakes with how they implement sampling techniques.
A)True
B)False
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Chapter 14: Writing a Final Research Report
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Q1) Academic writing resembles scientific writing more closely than it does any other form of writing.
A)True
B)False
Q2) In the presentation of qualitative results, your goal should be to ______.
A) provide as many details as possible
B) provide every piece of data
C) describe the most meaningful trends or patterns you saw emerge
D) describe every trend or pattern that emerged
Q3) The ______ is usually the first thing people read.
A) plan
B) reference page
C) approaches
D) title
Q4) Research reports are prepared according to conventions that promote ______.
A) populations
B) samples
C) parameters
D) credibility
Q5) Describe conventions and their purpose in academic writing.
Page 16
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