Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
55 Cards in this Set
- Front
- Back
|
It is a natural day-to-day activity of gathering information |
Research |
|
|
It use numbers in stating generalizations about a given problem or inquiry |
Quantitative research designs |
|
|
These are subjected to statistical treatment to determine significant relationships or differences between variables |
Research findings |
|
|
It is an objective systematic empirical investigation of observable phenomena through the use of computational techniques |
Quantitative research |
|
|
Characteristic of quantitative research that seeks accurate measurement and analysis of target concepts it is not based on mere intuition and guesses |
Objective |
|
|
It is a characteristic of quantitative research the researchers know in advance what they are looking for |
Clearly defined research questions |
|
|
Characteristic of quantitative research standardized instruments guide data collection does ensuring the accuracy reliability and validity of data |
Structured research instruments |
|
|
Characteristics of quantitative research |
Objective clearly defined research questions structured research instruments numerical data large sample sizes replication future outcomes |
|
|
Strengths of quantitative research |
It is objective the use of statistical techniques it is real and unbiased the numerical data can be analyzed in a quick and easy way quantitative studies are replicable quantitative experiments are useful for testing the results |
|
|
Weaknesses of quantitative research |
Quantitative research requires a large number of respondents it is costly the information is contextual factors to help interpret the results or to explain variations are usually ignored much information is difficult to gather using structured research instruments if not done seriously and correctly data from questionnaires may be incomplete and inaccurate |
|
|
What are the two types of quantitative research designs |
Experimental non-experimental |
|
|
What are the three types of experimental research designs |
True experimental quasi experimental pre-experimental |
|
|
What are the types of non experimental research designs |
Survey correlational ex post facto or casual comparative comparative evaluative methodological |
|
|
This allows the researcher to control the situation |
Experimental research design |
|
|
It is the most powerful research design it is used to establish cause and effect by manipulating an independent variable to see its effect on a dependent variable it goes beyond description and prediction |
Experimental Research |
|
|
It does not adequately control for the problems associated with the loss of external or internal validity It cannot be classified as true experiments it is often used in exploratory research |
Pre Experimental |
|
|
It can establish cause and effect relationships it supports or refutes a hypothesis using statistical analysis |
True Experimental |
|
|
It is more realistic than true experiments researcher slacks full control over the scheduling of experimental treatments they are unable to randomize |
Quasi Experimental |
|
|
The researcher observes the phenomena as they occur naturally and no external variables are introduced |
Non Experimental Research |
|
|
It is a type of non-experimental design which its main purpose is to observe describe and document aspects of a situation as it naturally occurs and sometimes to serve as a starting point for hypothesis generation or theory development and test |
Descriptive |
|
|
Are the different types of non experimental/descriptive research design (6) |
Survey correlational ex post facto or casual comparative comparative evaluative methodological |
|
|
It is used to gather information from groups of people by selecting and studying samples chosen from a population |
Survey |
|
|
It is conducted by researchers whose aim would be to find out the direction associations and or relationship between different variables or groups of respondents under study |
Correlational |
|
|
This kind of research design derives conclusion from observations and manifestations that already occurred in the past and now compared to some dependent variables |
Ex post facto or casual comparative |
|
|
Involves comparing and contrasting two or more samples of study subjects on one or more variables often at a single point of time |
Comparative |
|
|
It is a process used to determine what has happened during a given activity or in an institution |
Evaluative |
|
|
The implementation of a variety of methodologies forms a critical part of achieving the goal of developing a scale matched approach where data from different disciplines can be integrated |
Methodological |
|
|
It refers to a characteristics that has two or more mutually exclusive values or properties |
Variable |
|
|
It is something that can take more than one value and values can be words or numbers |
Variable |
|
|
It refers to characteristics or attribute of an individual or an organization that can be measured or observed that varies among the people or organization being studied |
Variable |
|
|
What are the two main types of variables |
Continuous Discrete |
|
|
What are the two types of discrete variables |
Nominal Ordinal |
|
|
What are the two types of continuous variables |
Interval Ratio |
|
|
These are variables that are known as categorical or classificatory variable it has a relatively small set of possible values example include gender marital status religious affiliation |
Discrete |
|
|
A type of variable that can take infinite number on the value that can occur within the population It can theoretically assume any value between the lowest and highest points on the scale examples include age height and temperature |
Continuous |
|
|
This is a variable that simply labels objects it represents categories that cannot be ordered in any particular way It is a variable with no quantitative value it has two or more categories but does not imply ordering of cases Examples of this variable include color religion biological sex |
Nominal |
|
|
It is a variable that represent categories that can be ordered from greatest to smallest this variable has two or more categories which can be ranked numbers are used to place objects in order |
Ordinal |
|
|
It is a criterion by which the results of the experiment are judge it is a variable that is expected to be dependent on the manipulation of the independent variable |
Dependent |
|
|
These are variables that probably cause influence or affect outcomes |
Independent |
|
|
These are variables that depend on the independent variables they are the outcomes or results of the influence of the independent variable |
Dependent |
|
|
These are variables that stand between the independent and dependent variables They show the effects of the independent variable on the dependent variable |
Intervening or Meddling |
|
|
A special type of independent variables that are measured in the study because they potentially influence the dependent variable |
Control |
|
|
These are variables that exist and it might conceivably affect a given relationship It can potentially invalidate the results some can be treated as independent or moderating variables but most must either be assumed or excluded from the study |
Extraneous |
|
|
What are the different types of variables |
Independent Dependent Intervening / Meddling Control Nominal Ordinal Ratio Interval |
|
|
What are the parts of research |
Introduction Review of Related Literature Methodology Results and Discussions References |
|
|
How should you describe your research title |
It must be clear It must be focused It must not use jargons It must not use abbreviations and punctuation marks It must be SMART |
|
|
What does the acronym SMART stand for |
Specific Measurable Attainable Results Oriented Time Oriented |
|
|
What are the four parts of background of the study |
What is the study all about? What do other authors say about the study? What is the gap? How to address the gap? |
|
|
What are the 4 components of the Introduction |
Background of the Study Statement of the Problem Significance of the Study Scope and Delimitation |
|
|
Components of the Statement of the Problem |
General Problem Specific Problem |
|
|
Variable that play along |
Mediating (?) |
|
|
What is the difference between limitation and delimitation |
Limitation - beyond the control Delimitation - beyond the limit |
|
|
What is the importance in knowing the variables |
To know what statistical treatment is appropriate for your study |
|
|
What can you find in the General Problem |
Can be seen in the title/research variable General problem / broader issue |
|
|
What should the specific problem be? |
It must be quantifiable It must be in line with the research design |
