Question 1

Matching
-Factorial design

Accepted Answer

A)  Weak experimental design 
B)  Pretest effect 
C)  Repeated measurements of one 
D)  Interactions and moderator 
E)  Quasi-experimental design 
A)  Weak experimental design 
B)  Pretest effect 
C)  Repeated measurements of one 
D)  Interactions and moderator 
E)  Quasi-experimental design

Question 2

Which is not a serious threat in a one-group pretest-posttest design?

Accepted Answer

A)  Maturation 
B)  Characteristics of subjects 
C)  History 
D)  Statistical regression 
A)  Maturation 
B)  Characteristics of subjects 
C)  History 
D)  Statistical regression

Question 3

A researcher would use matching rather than random assignment when:

Accepted Answer

A)  the sample is large 
B)  better control is needed 
C)  random assignment is impossible 
D)  data on matching variables are easily obtained 
A)  the sample is large 
B)  better control is needed 
C)  random assignment is impossible 
D)  data on matching variables are easily obtained

Question 4

A major advantage with the randomized Solomon four-group design is that it requires a relatively small sample size.

Accepted Answer

A) True 
 B)False

Question 5

Matching
-Randomized Solomon four- group

Accepted Answer

A)  Weak experimental design 
B)  Pretest effect 
C)  Repeated measurements of one 
D)  Interactions and moderator 
E)  Quasi-experimental design 
A)  Weak experimental design 
B)  Pretest effect 
C)  Repeated measurements of one 
D)  Interactions and moderator 
E)  Quasi-experimental design

Question 6

The feature that best characterizes experimental research is the:

Accepted Answer

A)  repetition of observations 
B)  systematic variation of conditions 
C)  making of exact measurements 
D)  concept of correlation 
A)  repetition of observations 
B)  systematic variation of conditions 
C)  making of exact measurements 
D)  concept of correlation

Question 7

One difference between the experimental and other methods in research has to do with the:

Accepted Answer

A)  number of subjects 
B)  control of variables 
C)  recording of data 
D)  time span of the study 
A)  number of subjects 
B)  control of variables 
C)  recording of data 
D)  time span of the study

Question 8

A major problem with experimental research in education is that:

Accepted Answer

A)  there is no way to control a "history" threat 
B)  there is no way to control the subject characteristics threat 
C)  the researcher may not have sufficient control over treatments 
D)  there is no way to control data collector bias 
A)  there is no way to control a "history" threat 
B)  there is no way to control the subject characteristics threat 
C)  the researcher may not have sufficient control over treatments 
D)  there is no way to control data collector bias

Question 9

Which of the following threats are not controlled by any of the designs discussed in Chapter 13?

Accepted Answer

A)  Subject characteristics and maturation 
B)  Testing and history 
C)  Implementer and data collector bias 
D)  Data collector characteristics and loss of subjects 
A)  Subject characteristics and maturation 
B)  Testing and history 
C)  Implementer and data collector bias 
D)  Data collector characteristics and loss of subjects

Question 10

Experimental research is the most powerful research method for:

Accepted Answer

A)  identifying important dependent variables 
B)  determining cause and effect 
C)  identifying possible relationships 
D)  generalizing the results of a study 
A)  identifying important dependent variables 
B)  determining cause and effect 
C)  identifying possible relationships 
D)  generalizing the results of a study

Question 11

Which is likely to be the most serious threat in a static-group comparison design?

Accepted Answer

A)  Maturation 
B)  History 
C)  Testing 
D)  Characteristics of subjects 
A)  Maturation 
B)  History 
C)  Testing 
D)  Characteristics of subjects

Question 12

Matching
-Matching-only design

Accepted Answer

A)  Weak experimental design 
B)  Pretest effect 
C)  Repeated measurements of one 
D)  Interactions and moderator 
E)  Quasi-experimental design 
A)  Weak experimental design 
B)  Pretest effect 
C)  Repeated measurements of one 
D)  Interactions and moderator 
E)  Quasi-experimental design

Question 13

In educational research, the term "comparison group is identical to a pure "control group in that it refers to a group within a study that receives no treatment whatsoever.

Accepted Answer

A) True 
 B)False

Question 14

Which of the following is a probable independent variable in an experiment?

Accepted Answer

A)  Self-esteem 
B)  Reading achievement 
C)  Teacher friendliness 
D)  Aggressive behavior 
A)  Self-esteem 
B)  Reading achievement 
C)  Teacher friendliness 
D)  Aggressive behavior

Question 15

The purpose of the Solomon four-group design is to:

Accepted Answer

A)  control for effects of pretesting 
B)  avoid having to assign subjects randomly to groups 
C)  permit use of a smaller sample 
D)  control for loss of subjects 
A)  control for effects of pretesting 
B)  avoid having to assign subjects randomly to groups 
C)  permit use of a smaller sample 
D)  control for loss of subjects

Matching -Factorial design

Which is not a serious threat in a one-group pretest-posttest design?

A researcher would use matching rather than random assignment when:

A major advantage with the randomized Solomon four-group design is that it requires a relatively small sample size.

Matching -Randomized Solomon four- group

The feature that best characterizes experimental research is the:

One difference between the experimental and other methods in research has to do with the:

A major problem with experimental research in education is that:

Which of the following threats are not controlled by any of the designs discussed in Chapter 13?

Experimental research is the most powerful research method for:

Which is likely to be the most serious threat in a static-group comparison design?

Matching -Matching-only design

In educational research, the term "comparison group is identical to a pure "control group in that it refers to a group within a study that receives no treatment whatsoever.

Which of the following is a probable independent variable in an experiment?

The purpose of the Solomon four-group design is to:

The Nature of Research

The Research Problem

Locating and Reviewing the Literature

Ethics and Research

Variables and Hypotheses

Sampling

Instrumentation

Validity and Reliability

Internal Validity

Descriptive Statistics

Inferential Statistics

Statistics in Perspective

Single-Subject Research

Correlational Research

Causal-Comparative Research

Survey Research

The Nature of Qualitative Research

Observation and Interviewing

Content Analysis

Ethnographic Research

Historical Research

Mixed-Methods Research

Action Research

Preparing Research Proposals and Reports

Filters

Exam 13: Experimental Research

Matching -Factorial design

Which is not a serious threat in a one-group pretest-posttest design?

A researcher would use matching rather than random assignment when:

A major advantage with the randomized Solomon four-group design is that it requires a relatively small sample size.

Matching -Randomized Solomon four- group

The feature that best characterizes experimental research is the:

One difference between the experimental and other methods in research has to do with the:

A major problem with experimental research in education is that:

Which of the following threats are not controlled by any of the designs discussed in Chapter 13?

Experimental research is the most powerful research method for:

Which is likely to be the most serious threat in a static-group comparison design?

Matching -Matching-only design

In educational research, the term "comparison group is identical to a pure "control group in that it refers to a group within a study that receives no treatment whatsoever.

Which of the following is a probable independent variable in an experiment?

The purpose of the Solomon four-group design is to:

The Nature of Research

The Research Problem

Locating and Reviewing the Literature

Ethics and Research

Variables and Hypotheses

Sampling

Instrumentation

Validity and Reliability

Internal Validity

Descriptive Statistics

Inferential Statistics

Statistics in Perspective

Single-Subject Research

Correlational Research

Causal-Comparative Research

Survey Research

The Nature of Qualitative Research

Observation and Interviewing

Content Analysis

Ethnographic Research

Historical Research

Mixed-Methods Research

Action Research

Preparing Research Proposals and Reports

Filters