Question 1

What does DIAD stand for?

Accepted Answer

A)  What works project design 
B)  Design interpretation analysis and discovery 
C)  Design and implementation device 
D)  Division analysis and discovery 
A)  What works project design 
B)  Design interpretation analysis and discovery 
C)  Design and implementation device 
D)  Division analysis and discovery

Question 2

Overall research validity includes:

Accepted Answer

A)  Internal validity and external validity 
B)  Measurement reliability and statistics 
C)  Measurement validity of the constructs 
D)  All of the above 
A)  Internal validity and external validity 
B)  Measurement reliability and statistics 
C)  Measurement validity of the constructs 
D)  All of the above

Question 3

Internal consistency reliability is the same as test-retest reliability.

Accepted Answer

A) True 
 B)False

Question 4

Do coefficients for reliability need to be equal, lower, or higher than the coefficients for validity?

Accepted Answer

Reliability coefficients shoul

Question 5

Associational approaches are usually rated low on the measures of internal validity.

Accepted Answer

A) True 
 B)False

Question 6

A convergent validity measure of .55 is acceptable

Accepted Answer

A) True 
 B)False

Question 7

The ability to detect a statistically significant is most commonly referred to as reliability.

Accepted Answer

A) True 
 B)False

Question 8

A researcher was interested in studying stress as it related to academic performance incalculus. She also believed that humor reduced stress and might increase academicperformance. She had two classes one hour apart, one at 8 a.m. and one at 10 a.m. onMonday, Wednesday, and Friday. The students self selected into the classes. The researchercollected baseline stress data at the beginning of the semester. In one class she utilized humoron a daily bases and was sure to provide the class with at least one scripted joke or shorthumorous video per day. In the other class, she taught the students as normal with littlehumor, no scripted jokes, and no funny videos. On the day of the midterm, she measuredtheir stress levels before giving the calculus exam. She gave each class the same calculus testand recorded their achievements levels on the exams. Stress was measured using a 10question instrument which summated the 10 questions into one stress construct. Theinstrument had been around for decades and had high reliability and validity measures.
-The dependent variable(s) for the quasi-experimental difference question in the stress/humor scenario is:

Accepted Answer

A)  Humor/no humor and stress level 
B)  Calculus score and stress levels 
C)  Day of week (Monday, Wednesday, Friday) and time of day 
D)  Change over time 
A)  Humor/no humor and stress level 
B)  Calculus score and stress levels 
C)  Day of week (Monday, Wednesday, Friday) and time of day 
D)  Change over time

Question 9

One key to the quasi-experimental approach is that it uses random assignment of participants to groups.

Accepted Answer

A) True 
 B)False

Question 10

A researcher was interested in studying stress as it related to academic performance incalculus. She also believed that humor reduced stress and might increase academicperformance. She had two classes one hour apart, one at 8 a.m. and one at 10 a.m. onMonday, Wednesday, and Friday. The students self selected into the classes. The researchercollected baseline stress data at the beginning of the semester. In one class she utilized humoron a daily bases and was sure to provide the class with at least one scripted joke or shorthumorous video per day. In the other class, she taught the students as normal with littlehumor, no scripted jokes, and no funny videos. On the day of the midterm, she measuredtheir stress levels before giving the calculus exam. She gave each class the same calculus testand recorded their achievements levels on the exams. Stress was measured using a 10question instrument which summated the 10 questions into one stress construct. Theinstrument had been around for decades and had high reliability and validity measures.
-Stress is most likely which of the following?

Accepted Answer

A)  A variable with many levels and probably normally distributed 
B)  A variable with two levels and probably ordinal 
C)  A constant among students in college 
D)  A variable with three to four levels and probably ordinal 
E)  A nominal variable with many levels 
A)  A variable with many levels and probably normally distributed 
B)  A variable with two levels and probably ordinal 
C)  A constant among students in college 
D)  A variable with three to four levels and probably ordinal 
E)  A nominal variable with many levels

Question 11

A researcher was interested in studying stress as it related to academic performance incalculus. She also believed that humor reduced stress and might increase academicperformance. She had two classes one hour apart, one at 8 a.m. and one at 10 a.m. onMonday, Wednesday, and Friday. The students self selected into the classes. The researchercollected baseline stress data at the beginning of the semester. In one class she utilized humoron a daily bases and was sure to provide the class with at least one scripted joke or shorthumorous video per day. In the other class, she taught the students as normal with littlehumor, no scripted jokes, and no funny videos. On the day of the midterm, she measuredtheir stress levels before giving the calculus exam. She gave each class the same calculus testand recorded their achievements levels on the exams. Stress was measured using a 10question instrument which summated the 10 questions into one stress construct. Theinstrument had been around for decades and had high reliability and validity measures.
-Which of the following would not be a research question for this scenario?

Accepted Answer

A)  Is there an association between stress levels and calculus achievement scores? 
B)  Is there a difference between the classes who received the humor treatment and those that did not on their stress levels? 
C)  Is there a difference between the classes who received the humor treatment and those that did not on their calculus achievement scores? 
D)  Is there a change in stress levels from the baseline stress scores to the midterm stress scores? 
E)  Is there a combination of factors of stress, study habits, humor, and gender that can predict calculus achievement scores? 
A)  Is there an association between stress levels and calculus achievement scores? 
B)  Is there a difference between the classes who received the humor treatment and those that did not on their stress levels? 
C)  Is there a difference between the classes who received the humor treatment and those that did not on their calculus achievement scores? 
D)  Is there a change in stress levels from the baseline stress scores to the midterm stress scores? 
E)  Is there a combination of factors of stress, study habits, humor, and gender that can predict calculus achievement scores?

Question 12

Content validity indicates that all aspects of the construct are represented in the appropriate proportions.

Accepted Answer

A) True 
 B)False

Question 13

An internal consistency reliability of .55 is acceptable.

Accepted Answer

A) True 
 B)False

Question 14

Compare and contrast the following terms: nominal, dichotomous, ordinal, and scale.

Accepted Answer

A scale is a measurement method used to

What does DIAD stand for?

Overall research validity includes:

Internal consistency reliability is the same as test-retest reliability.

Do coefficients for reliability need to be equal, lower, or higher than the coefficients for validity?

Associational approaches are usually rated low on the measures of internal validity.

A convergent validity measure of .55 is acceptable

The ability to detect a statistically significant is most commonly referred to as reliability.

One key to the quasi-experimental approach is that it uses random assignment of participants to groups.

Content validity indicates that all aspects of the construct are represented in the appropriate proportions.

An internal consistency reliability of .55 is acceptable.

Compare and contrast the following terms: nominal, dichotomous, ordinal, and scale.

Definitions, Purposes, and Dimensions of Research

Planning a Quantitative Research Project

Variables, Research Questions, and Hypotheses

Research Approaches

Randomized Experimental and Quasi-Experimental Designs

Single-Subject Designs

Nonexperimental Approachesdesigns

Internal Validity

Sampling and Introduction to External Validity

Measurement and Descriptive Statistics

Measurement Reliability

Measurement Validity

Types of Data Collection Techniques

Ethical Issues in Conducting the Study

Practical Issues in Data Collection and Coding

Making Inferences From Sample Data I: The Null Hypothesis Significance Testing Approach

Making Inferences From Sample Data II: the Evidence-Based Approach

General Design Classifications for Selection of Difference Statistical Methods

Selection of Appropriate Statistical Methods: Integration of Design and Analysis

Data Analysis and Interpretation: Basic Difference Questions

Analysis and Interpretation of Basic Associational Research Questions

Analysis and Interpretation of Complex Research Questions

Evaluating Research Validity: Part II

Evaluating Research for Evidence-Based Practice

Writing the Research Report

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Exam 23: Evaluating Research Validity: Part I

What does DIAD stand for?

Overall research validity includes:

Internal consistency reliability is the same as test-retest reliability.

Do coefficients for reliability need to be equal, lower, or higher than the coefficients for validity?

Associational approaches are usually rated low on the measures of internal validity.

A convergent validity measure of .55 is acceptable

The ability to detect a statistically significant is most commonly referred to as reliability.

One key to the quasi-experimental approach is that it uses random assignment of participants to groups.

Content validity indicates that all aspects of the construct are represented in the appropriate proportions.

An internal consistency reliability of .55 is acceptable.

Compare and contrast the following terms: nominal, dichotomous, ordinal, and scale.

Definitions, Purposes, and Dimensions of Research

Planning a Quantitative Research Project

Variables, Research Questions, and Hypotheses

Research Approaches

Randomized Experimental and Quasi-Experimental Designs

Single-Subject Designs

Nonexperimental Approachesdesigns

Internal Validity

Sampling and Introduction to External Validity

Measurement and Descriptive Statistics

Measurement Reliability

Measurement Validity

Types of Data Collection Techniques

Ethical Issues in Conducting the Study

Practical Issues in Data Collection and Coding

Making Inferences From Sample Data I: The Null Hypothesis Significance Testing Approach

Making Inferences From Sample Data II: the Evidence-Based Approach

General Design Classifications for Selection of Difference Statistical Methods

Selection of Appropriate Statistical Methods: Integration of Design and Analysis

Data Analysis and Interpretation: Basic Difference Questions

Analysis and Interpretation of Basic Associational Research Questions

Analysis and Interpretation of Complex Research Questions

Evaluating Research Validity: Part II

Evaluating Research for Evidence-Based Practice

Writing the Research Report

Filters