Test Bank #sz
For
Educational Research: Planning, #sz #sz
Conducting, and Evaluating
#sz #sz #sz
Quantitative and Qualitative Research
#sz #sz #sz #sz
Sixth Edition #sz
John W. Creswell, University of Michigan
#sz #sz #sz #sz #sz
Timothy C. Guetterman, University of Michigan
#sz #sz #sz #sz #sz
Prepared by #sz
Timothy C. Guetterman, University of Michigan
#sz #sz #sz #sz #sz
Boston Columbus Indianapolis New #szYork San #szFrancisco Hoboken Amsterdam
Cape #szTown
#sz # s z Dubai # s z London # s z Madrid # s z Milan # s z Munich # s z Paris
# s z Montreal # s z Toronto
Delhi # s z Mexico #szCity # s z Sao #szPaolo # s z Sydney # s z Hong #szKong # s z Seoul # s z Singapore Taipei
Tokyo
,Copyright #sz© #sz2019, #sz2015, #sz2012 #szby #szPearson #szEducation, #szInc. #szor #szits #szaffiliates. # s z All #szRights
#szReserved. # s z Printed #szin #szthe #szUnited #szStates #szof #szAmerica. #szThis #szpublication #szis #szprotected #szby
#szcopyright, #szand #szpermission #szshould #szbe #szobtained #szfrom #szthe #szpublisher #szprior #szto #szany
#szprohibited #szreproduction, #szstorage #szin #sza #szretrieval #szsystem, #szor #sztransmission #szin #szany #szform #szor
#szby #szany #szmeans, #szelectronic, #szmechanical, #szphotocopying, #szrecording, #szor #szotherwise. #szFor
#szinformation #szregarding #szpermissions, #szrequest #szforms #szand #szthe #szappropriate #szcontacts #szwithin #szthe
#szPearson
Education #szGlobal #szRights #sz& #szPermissions #szDepartment, #szplease #szvisit # s z www.pearsoned.com/permissions/.
Instructors #szof #szclasses #szusing #szEducational #szResearch: #szPlanning, #szConducting, #szand #szEvaluating
#szQuantitative #szand #szQualitative #szResearch, #szSixth #szEdition, #szby #szJohn #szW. #szCreswell #szand #szTimothy
#szC. #szGuetterman, #szmay #szreproduce #szmaterial #szfrom #szthe #szTest #szBank #szfor #szclassroom #szuse.
10 # s z 9 # s z 8 # s z 7 # s z 6 # s z 5 # s z 4 # s z 3 # s z 2 # s z 1 ISBN-10: #sz0134519345
ISBN-13: #sz9780134519340
www.pearsonhighered.com
II
, Table of Contents
#sz #sz
Chapter #sz1 The #szProcess #szof #szConducting #szResearch #szUsing 1
#szQuantitative #szand #szQualitative #szApproaches
Chapter #sz2 Identifying #sza #szResearch #szProblem 7
Chapter #sz3 Reviewing #szthe #szLiterature 11
Chapter #sz4 Specifying #sza #szPurpose #szand #szResearch #szQuestions #szor 17
#szHypotheses
Chapter #sz5 Collecting #szQuantitative #szData 24
Chapter #sz6 Analyzing #szand #szInterpreting #szQuantitative #szData 30
Chapter #sz7 Collecting #szQualitative #szData 36
Chapter #sz8 Analyzing #szand #szInterpreting #szQualitative #szData 41
Chapter #sz9 Reporting #szand #szEvaluating #szResearch 46
Chapter #sz10 Experimental #szDesigns 51
Chapter #sz11 Correlational #szDesigns 56
Chapter #sz12 Survey #szDesigns 61
Chapter #sz13 Grounded #szTheory #szDesigns 66
Chapter #sz14 Ethnographic #szDesigns 70
Chapter #sz15 Narrative #szResearch #szDesigns 74
Chapter #sz16 Mixed #szMethods #szDesigns 79
Chapter #sz17 Action #szResearch #szDesigns 84
Answer #szKey 88
III
Copyright #sz© #sz2019, #sz2015, #sz2012 #szPearson #szEducation, #szInc. #szAll
#szrights #szreserved.
, Chapter 1. The Process of Conducting Research Using Quantitative and
Qualitative Approaches
For each question below, circle the correct or best answer.
1. Which one of the reasons below is the best argument for why research is important?
a. It is the primary work of faculty members in universities.
b. It informs policy makers about important issues.
c. It is useful in developing your research skills.
d. It helps the researcher prove their ideas.
2. To apply research in your practical educational setting, you might
a. examine what other practitioners are doing in their settings.
b. find out what research has to say by examining research studies.
c. look to research methods professors in your courses.
d. go to the educational library and begin to locate topics.
3. While studying educational research, you are likely to develop the following skills except
a. the ability to negotiate topics with faculty.
b. the ability to organize large amounts of information.
c. the ability to write for an audience.
d. the ability to effectively use library resources.
4. Which of the following is the best example of a research problem?
a. The need to conduct additional research on teaching
b. The need to address problems of poor nutrition in middle school
c. The need to learn about education
d. The need to address problems with research
5. A stakeholder with an interest in your study asks you to highlight the positive results and
leave out the negative results. What type of ethical issue have you breached if you follow
the request?
a. The right to privacy
b. The need to actively look for ways to "give back"
c. The right to avoid from personal disclosure
d. The honest reporting of research
6. Which one of the following organizations has set standards for the ethical practice of
educational research?
a. American Ethics Union
1
Copyright #sz© #sz2019, #sz2015, #sz2012 #szPearson #szEducation, #szInc. #szAll
#szrights #szreserved.
For
Educational Research: Planning, #sz #sz
Conducting, and Evaluating
#sz #sz #sz
Quantitative and Qualitative Research
#sz #sz #sz #sz
Sixth Edition #sz
John W. Creswell, University of Michigan
#sz #sz #sz #sz #sz
Timothy C. Guetterman, University of Michigan
#sz #sz #sz #sz #sz
Prepared by #sz
Timothy C. Guetterman, University of Michigan
#sz #sz #sz #sz #sz
Boston Columbus Indianapolis New #szYork San #szFrancisco Hoboken Amsterdam
Cape #szTown
#sz # s z Dubai # s z London # s z Madrid # s z Milan # s z Munich # s z Paris
# s z Montreal # s z Toronto
Delhi # s z Mexico #szCity # s z Sao #szPaolo # s z Sydney # s z Hong #szKong # s z Seoul # s z Singapore Taipei
Tokyo
,Copyright #sz© #sz2019, #sz2015, #sz2012 #szby #szPearson #szEducation, #szInc. #szor #szits #szaffiliates. # s z All #szRights
#szReserved. # s z Printed #szin #szthe #szUnited #szStates #szof #szAmerica. #szThis #szpublication #szis #szprotected #szby
#szcopyright, #szand #szpermission #szshould #szbe #szobtained #szfrom #szthe #szpublisher #szprior #szto #szany
#szprohibited #szreproduction, #szstorage #szin #sza #szretrieval #szsystem, #szor #sztransmission #szin #szany #szform #szor
#szby #szany #szmeans, #szelectronic, #szmechanical, #szphotocopying, #szrecording, #szor #szotherwise. #szFor
#szinformation #szregarding #szpermissions, #szrequest #szforms #szand #szthe #szappropriate #szcontacts #szwithin #szthe
#szPearson
Education #szGlobal #szRights #sz& #szPermissions #szDepartment, #szplease #szvisit # s z www.pearsoned.com/permissions/.
Instructors #szof #szclasses #szusing #szEducational #szResearch: #szPlanning, #szConducting, #szand #szEvaluating
#szQuantitative #szand #szQualitative #szResearch, #szSixth #szEdition, #szby #szJohn #szW. #szCreswell #szand #szTimothy
#szC. #szGuetterman, #szmay #szreproduce #szmaterial #szfrom #szthe #szTest #szBank #szfor #szclassroom #szuse.
10 # s z 9 # s z 8 # s z 7 # s z 6 # s z 5 # s z 4 # s z 3 # s z 2 # s z 1 ISBN-10: #sz0134519345
ISBN-13: #sz9780134519340
www.pearsonhighered.com
II
, Table of Contents
#sz #sz
Chapter #sz1 The #szProcess #szof #szConducting #szResearch #szUsing 1
#szQuantitative #szand #szQualitative #szApproaches
Chapter #sz2 Identifying #sza #szResearch #szProblem 7
Chapter #sz3 Reviewing #szthe #szLiterature 11
Chapter #sz4 Specifying #sza #szPurpose #szand #szResearch #szQuestions #szor 17
#szHypotheses
Chapter #sz5 Collecting #szQuantitative #szData 24
Chapter #sz6 Analyzing #szand #szInterpreting #szQuantitative #szData 30
Chapter #sz7 Collecting #szQualitative #szData 36
Chapter #sz8 Analyzing #szand #szInterpreting #szQualitative #szData 41
Chapter #sz9 Reporting #szand #szEvaluating #szResearch 46
Chapter #sz10 Experimental #szDesigns 51
Chapter #sz11 Correlational #szDesigns 56
Chapter #sz12 Survey #szDesigns 61
Chapter #sz13 Grounded #szTheory #szDesigns 66
Chapter #sz14 Ethnographic #szDesigns 70
Chapter #sz15 Narrative #szResearch #szDesigns 74
Chapter #sz16 Mixed #szMethods #szDesigns 79
Chapter #sz17 Action #szResearch #szDesigns 84
Answer #szKey 88
III
Copyright #sz© #sz2019, #sz2015, #sz2012 #szPearson #szEducation, #szInc. #szAll
#szrights #szreserved.
, Chapter 1. The Process of Conducting Research Using Quantitative and
Qualitative Approaches
For each question below, circle the correct or best answer.
1. Which one of the reasons below is the best argument for why research is important?
a. It is the primary work of faculty members in universities.
b. It informs policy makers about important issues.
c. It is useful in developing your research skills.
d. It helps the researcher prove their ideas.
2. To apply research in your practical educational setting, you might
a. examine what other practitioners are doing in their settings.
b. find out what research has to say by examining research studies.
c. look to research methods professors in your courses.
d. go to the educational library and begin to locate topics.
3. While studying educational research, you are likely to develop the following skills except
a. the ability to negotiate topics with faculty.
b. the ability to organize large amounts of information.
c. the ability to write for an audience.
d. the ability to effectively use library resources.
4. Which of the following is the best example of a research problem?
a. The need to conduct additional research on teaching
b. The need to address problems of poor nutrition in middle school
c. The need to learn about education
d. The need to address problems with research
5. A stakeholder with an interest in your study asks you to highlight the positive results and
leave out the negative results. What type of ethical issue have you breached if you follow
the request?
a. The right to privacy
b. The need to actively look for ways to "give back"
c. The right to avoid from personal disclosure
d. The honest reporting of research
6. Which one of the following organizations has set standards for the ethical practice of
educational research?
a. American Ethics Union
1
Copyright #sz© #sz2019, #sz2015, #sz2012 #szPearson #szEducation, #szInc. #szAll
#szrights #szreserved.
