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Correct Order of Steps in Testing A Hypothesis
Correct Order of Steps in Testing A Hypothesis
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Correct Order of Steps in Testing A Hypothesis
GRM 697 The Research Process TEST THREE
Multiple Choice Questions (Enter your answers on the enclosed answer sheet)
1. What is the correct order of steps in testing a hypothesis?
a. statement of null hypothesis, setting level of risk, selection of test statistic
b. statement of null hypothesis, computation of test statistic, selection of test statistic
c. selection of test statistic, comparison of obtained value to critical value, computation of test statistic
d. selection of test statistic, computation of test statistic, statement of null hypothesis
2. What is the statistical test for examining the significant difference between two means from two
unrelated groups?
a. t-test for dependent means
b. MANOVA
c. t-test for independent means
d. factor analysis
3. If the two groups you are comparing are related to each other, what test should you use?
a. factor analysis
b. MANOVA
c. t-test for independent means
d. t-test for dependent means
4. When examining whether group differences occur on more than one dependent variable, what should be used?
a. factor analysis
b. MANOVA
c. t-test for independent means
d. t-test for dependent means
5. When examining the significance of the relationship between two variables, what test should you
use?
a. t-test for dependent means
b. t-test for independent means
c. t-test for the correlation coefficient
d. analysis of variance
Unit 3 Examination
138
GRM 697 The Research Process
6. If Helen mistakenly accepts her null hypothesis when it should be rejected, what has occurred?
a. Type I error
b. Type II error
c. researcher bias
d. None of the above.
7. How can Type II errors be reduced?
a. decreasing sample size
b. homogeneous population
c. increasing sample size
d. heterogeneous population
8. The level of significance is similar to which of the following?
a. a Type I error
b. a Type II error
c. a bell curve
d. the null hypothesis
9. What does the central limit theorem enable researchers to do?
a. compare means from two independent samples
b. generalize the results from a sample to a population without knowing the exact nature of the population’s distribution
c. compute the significance of a relationship between two variables
d. reduce the possibility that chance accounts for variability in the variable of interest
10. What is the second step in developing an interview?
a. state the purpose of the interview
b. select an appropriate sample
c. develop questions
d. train the interviewers
11. When conducting an interview, what should you be careful NOT to do?
a. begin the interview cold
b. be direct
c. dress appropriately
d. use a tape recorder
Unit 3 Examination
139
GRM 697 The Research Process
12. Which is the weakest correlation?
a. + 0.76
b. + 0.21
c. – 0.01
d. – 0.88
13. What would a correlation of .35 be called?
a. moderate
b. weak
c. very strong
d. very weak
14. If your research does NOT include a treatment or control group, what type of research are you
conducting?
a. experimental research
b. causal-comparative research
c. descriptive research
d. quasi-experimental research
15. Which interview question is open-ended?
a. Do you smoke?
b. Are you married?
c. How old are you?
d. How do you feel about tests?
16. What is the third step of developing an interview?
a. selecting a sample
b. developing the questions
c. training the interviewers
d. stating the purpose of the interview
17. Which of the following is NOT an advantage of interviews?
a. You may obtain additional helpful information from the interviewee’s nonverbal be havior or the environment.
b. They are relatively inexpensive as they do not require much time.
c. You can use rapport to help put the interviewee at ease.
d. You can schedule the interviews at times that are convenient to you.
Unit 3 Examination
140
GRM 697 The Research Process
18. What type of research is sometimes called “research without the numbers”?
a. quantitative
b. qualitative
c. experimental
d. correlational
19. Which would NOT be considered a source of information for qualitative research?
a. tests
b. records
c. observation
d. interviews
20. The fifth step in conducting historical research is _______________.
a. evaluating authenticity and accuracy of evidence
b. formulating a hypothesis
c. defining a topic or problem
d. integrating data
21. What is data that is derived from sources at least once removed from the original event?
a. secondary sources
b. global sources
c. primary sources
d. informal sources
22. What is the criteria of authenticity also known as?
a. validity checks
b. external criticism
c. internal criticism
d. accuracy
23. What is another term for accuracy?
a. authenticity
b. secondary
c. internal criticism
d. validity
Unit 3 Examination
141
GRM 697 The Research Process
24. Which of the following is NOT a characteristic of participant observation?
a. It is time-consuming.
b. There is a risk of interfering with the natural process.
c. It is a primary method used in historical research.
d. It is a primary method used in ethnography.
25. Which of the following is NOT a qualitative computer research tool?
a. N6
b. SPSS
c. NVivo
d. HyperSEARCH
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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