EDRS 659 FINAL EXAM |
QUESTIONS AND ANSWERS |
2026 UPDATE | 100% CORRECT .
LATEST MOCK PRACTICE SET
90 Questions with Answers and Detailed Rationales
100 PERCENT GUARANTEED PASS
INSTANT DOWNLOAD ANSWERS INCLUDED
IMPORTANCE OF THIS DOCUMENT
This comprehensive examination preparation guide has been meticulously developed to help you succeed in the
EDRS 659 FINAL EXAM | QUESTIONS AND ANSWERS | 2026 UPDATE | 100% CORRECT .. It contains 90
carefully selected questions that reflect the most current exam content and testing strategies. Each question is
accompanied by a correct answer and a detailed rationale that explains the underlying pathophysiology,
pharmacology, or clinical reasoning.
Self-Assessment – Test your knowledge and Exam Preparation – Familiarize yourself with the
identify areas requiring further question format and content
study areas
Concept Reinforcement – Deepen your Confidence Building – Develop test-taking
understanding through strategies and reduce
evidence-based exam anxiety
rationales
Time Management – Practice answering
questions under simulated
exam conditions
Review Summary 90 Questions
Foundations - Application - EDRS 659 AND 2026 Update 100 Correct Educational Research AND
Statistics Graduate
All answers with rationales
,Table of Contents
Content Area Questions Key Topics
Foundations OF Educational 1-15 Researcher, Study, Analysis, Approach, Measure
Research
Research Design AND 16-30 Researcher, Analysis, Student, However, Appropriate
Methodology
Quantitative Research 31-45 Researcher, Appropriate, Analysis, Model, Variable
Methods
Qualitative Research 46-60 Effect, Model, Study, Appropriate, Condition
Methods
Mixed Methods Research 61-75 Researcher, Model, Analysis, Random, Variance
Sampling Techniques 76-90 Researcher, Model, Appropriate, Effect, Study
TOTAL 90 All questions include answers and detailed rationales
,Section A - Foundations OF Educational Research
Q1.
In a quasi-experimental study on a new math curriculum, the researcher finds that the
treatment group's posttest scores are significantly higher than the control group's.
However, the treatment group's pretest scores were also higher. Which statistical
approach best adjusts for this initial non-equivalence?
A. Conduct an independent samples t-test B. Perform an analysis of covariance
on posttest scores only. (ANCOVA) using pretest scores as a
covariate.
C. Use a chi-square test of independence D. Apply a repeated measures ANOVA
on gain scores. without a between-subjects factor.
Correct: B - Perform an analysis of covariance (ANCOVA) using pretest scores as a
covariate.
Rationale:ANCOVA statistically controls for pretest differences, adjusting posttest means. A
t-test ignores pretest differences; chi-square is for categorical outcomes; repeated measures
ANOVA without between-subjects factor doesn't address group non-equivalence.
Q2.
A researcher develops a 20-item scale to measure student motivation. Exploratory factor
analysis yields two factors with eigenvalues >1. The researcher wants to confirm this
two-factor structure in a new sample. Which technique is most appropriate?
A. Principal component analysis with B. Confirmatory factor analysis (CFA) with
varimax rotation. model fit indices.
C. Cluster analysis on item responses. D. Item response theory (IRT)
two-parameter logistic model.
Correct: B - Confirmatory factor analysis (CFA) with model fit indices.
Rationale:CFA tests a hypothesized factor structure and provides fit indices. PCA is
exploratory; cluster analysis groups individuals; IRT models item characteristics but doesn't
confirm factor structure directly.
Q3.
In a longitudinal study examining the effect of a reading intervention on student
achievement, a researcher uses hierarchical linear modeling (HLM). Which assumption, if
violated, would most likely bias the standard errors of the fixed effects?
A. Normality of level-1 residuals. B. Independence of level-1 residuals across
time.
Page 3
, Section A - Foundations OF Educational Research
C. Linearity of the relationship between the D. Homogeneity of variance across level-2
covariate and outcome. units.
Correct: B - Independence of level-1 residuals across time.
Rationale:HLM accounts for nested data; autocorrelation of residuals over time violates the
independence assumption, leading to biased standard errors. Normality and homogeneity are
less critical for fixed effect estimates. Linearity is a model specification issue.
Q4.
A test is designed to measure critical thinking. To establish content validity, which
procedure is most essential?
A. Correlate test scores with a known B. Have subject matter experts judge the
measure of intelligence. relevance of items to the construct.
C. Compute Cronbach's alpha to assess D. Conduct a think-aloud protocol with
internal consistency. students during item completion.
Correct: B - Have subject matter experts judge the relevance of items to the construct.
Rationale:Content validity is established through expert judgment of item representativeness.
Criterion-related validity uses correlations; internal consistency is reliability; think-aloud
assesses cognitive processes, not content validity directly.
Q5.
A researcher plans to use a mixed-methods design to explore the impact of a new
teaching strategy. The quantitative phase (survey) is conducted first, followed by the
qualitative phase (interviews) to explain the quantitative results. This design is best
described as:
A. Concurrent triangulation B. Sequential explanatory
C. Sequential exploratory D. Embedded design
Correct: B - Sequential explanatory
Rationale:Sequential explanatory design uses quantitative data first, then qualitative to
explain findings. Concurrent triangulation collects both simultaneously; sequential exploratory
starts with qualitative; embedded design has one phase nested within the other.
Q6.
In a randomized controlled trial, a researcher uses an intent-to-treat (ITT) analysis. Which
statement best describes a consequence of this approach?
A. It reduces the risk of Type II error by B. It preserves the benefits of randomization
excluding noncompliant participants. and reduces bias due to differential attrition.
Page 4
QUESTIONS AND ANSWERS |
2026 UPDATE | 100% CORRECT .
LATEST MOCK PRACTICE SET
90 Questions with Answers and Detailed Rationales
100 PERCENT GUARANTEED PASS
INSTANT DOWNLOAD ANSWERS INCLUDED
IMPORTANCE OF THIS DOCUMENT
This comprehensive examination preparation guide has been meticulously developed to help you succeed in the
EDRS 659 FINAL EXAM | QUESTIONS AND ANSWERS | 2026 UPDATE | 100% CORRECT .. It contains 90
carefully selected questions that reflect the most current exam content and testing strategies. Each question is
accompanied by a correct answer and a detailed rationale that explains the underlying pathophysiology,
pharmacology, or clinical reasoning.
Self-Assessment – Test your knowledge and Exam Preparation – Familiarize yourself with the
identify areas requiring further question format and content
study areas
Concept Reinforcement – Deepen your Confidence Building – Develop test-taking
understanding through strategies and reduce
evidence-based exam anxiety
rationales
Time Management – Practice answering
questions under simulated
exam conditions
Review Summary 90 Questions
Foundations - Application - EDRS 659 AND 2026 Update 100 Correct Educational Research AND
Statistics Graduate
All answers with rationales
,Table of Contents
Content Area Questions Key Topics
Foundations OF Educational 1-15 Researcher, Study, Analysis, Approach, Measure
Research
Research Design AND 16-30 Researcher, Analysis, Student, However, Appropriate
Methodology
Quantitative Research 31-45 Researcher, Appropriate, Analysis, Model, Variable
Methods
Qualitative Research 46-60 Effect, Model, Study, Appropriate, Condition
Methods
Mixed Methods Research 61-75 Researcher, Model, Analysis, Random, Variance
Sampling Techniques 76-90 Researcher, Model, Appropriate, Effect, Study
TOTAL 90 All questions include answers and detailed rationales
,Section A - Foundations OF Educational Research
Q1.
In a quasi-experimental study on a new math curriculum, the researcher finds that the
treatment group's posttest scores are significantly higher than the control group's.
However, the treatment group's pretest scores were also higher. Which statistical
approach best adjusts for this initial non-equivalence?
A. Conduct an independent samples t-test B. Perform an analysis of covariance
on posttest scores only. (ANCOVA) using pretest scores as a
covariate.
C. Use a chi-square test of independence D. Apply a repeated measures ANOVA
on gain scores. without a between-subjects factor.
Correct: B - Perform an analysis of covariance (ANCOVA) using pretest scores as a
covariate.
Rationale:ANCOVA statistically controls for pretest differences, adjusting posttest means. A
t-test ignores pretest differences; chi-square is for categorical outcomes; repeated measures
ANOVA without between-subjects factor doesn't address group non-equivalence.
Q2.
A researcher develops a 20-item scale to measure student motivation. Exploratory factor
analysis yields two factors with eigenvalues >1. The researcher wants to confirm this
two-factor structure in a new sample. Which technique is most appropriate?
A. Principal component analysis with B. Confirmatory factor analysis (CFA) with
varimax rotation. model fit indices.
C. Cluster analysis on item responses. D. Item response theory (IRT)
two-parameter logistic model.
Correct: B - Confirmatory factor analysis (CFA) with model fit indices.
Rationale:CFA tests a hypothesized factor structure and provides fit indices. PCA is
exploratory; cluster analysis groups individuals; IRT models item characteristics but doesn't
confirm factor structure directly.
Q3.
In a longitudinal study examining the effect of a reading intervention on student
achievement, a researcher uses hierarchical linear modeling (HLM). Which assumption, if
violated, would most likely bias the standard errors of the fixed effects?
A. Normality of level-1 residuals. B. Independence of level-1 residuals across
time.
Page 3
, Section A - Foundations OF Educational Research
C. Linearity of the relationship between the D. Homogeneity of variance across level-2
covariate and outcome. units.
Correct: B - Independence of level-1 residuals across time.
Rationale:HLM accounts for nested data; autocorrelation of residuals over time violates the
independence assumption, leading to biased standard errors. Normality and homogeneity are
less critical for fixed effect estimates. Linearity is a model specification issue.
Q4.
A test is designed to measure critical thinking. To establish content validity, which
procedure is most essential?
A. Correlate test scores with a known B. Have subject matter experts judge the
measure of intelligence. relevance of items to the construct.
C. Compute Cronbach's alpha to assess D. Conduct a think-aloud protocol with
internal consistency. students during item completion.
Correct: B - Have subject matter experts judge the relevance of items to the construct.
Rationale:Content validity is established through expert judgment of item representativeness.
Criterion-related validity uses correlations; internal consistency is reliability; think-aloud
assesses cognitive processes, not content validity directly.
Q5.
A researcher plans to use a mixed-methods design to explore the impact of a new
teaching strategy. The quantitative phase (survey) is conducted first, followed by the
qualitative phase (interviews) to explain the quantitative results. This design is best
described as:
A. Concurrent triangulation B. Sequential explanatory
C. Sequential exploratory D. Embedded design
Correct: B - Sequential explanatory
Rationale:Sequential explanatory design uses quantitative data first, then qualitative to
explain findings. Concurrent triangulation collects both simultaneously; sequential exploratory
starts with qualitative; embedded design has one phase nested within the other.
Q6.
In a randomized controlled trial, a researcher uses an intent-to-treat (ITT) analysis. Which
statement best describes a consequence of this approach?
A. It reduces the risk of Type II error by B. It preserves the benefits of randomization
excluding noncompliant participants. and reduces bias due to differential attrition.
Page 4
