SS3150.U9.TS1.Student Final Exam Review
REVIEW: SS3150 Research Methods Final Comprehensive Exam
QUESTION # (With accompanying page reference):
1) (Pg. 8) Recall one of the major themes of this class, that we need reliable and valid information
on which to draw inferences. We often take mental shortcuts to help explain the world around us.
This can often lead to false information. Especially for high-stakes decisions, we should look
toward scholarly research that examines factors related to our question.
Also, remember that one friend's advice or opinion is just that: one friend's advice or opinion.
Thus, we cannot generalize to other instances or groups. Until we look at scholarly research or
perform a study ourselves, we cannot be sure what the specific interaction between two variables
is, nor can we be sure what the particular experience of a study group is.
2) (Pgs. 30, 296) Recall that articles from peer-reviewed journals are the gold standard when
performing research, especially for high-stakes decision-making. The "experts" can be wrong,
and are rarely fact-checked. News sources report studies but often fail to provide the viewer with
the actual study so that the viewer can look at the study, make interpretation of the data, and
make a decision.
Oftentimes when we have a question, we run to the computer and open up a search engine like
Google. We then look at a few results, and whatever makes sense we usually believe it to be a
sufficient answer. This is not the appropriate way to go about social research or research
questions that are important either personally, professionally, or academically. Those results that
may be found in search engines may simply be the results that are marketed the best and most
available through the search engine.
In order to be sure, we need to look to peer-reviewed articles found in scholarly journals.
Remember that these are respected journals, and desire to remain respected. Because of this,
any article published in the journals goes through a rigorous process of peer review, to make sure
it meets high scientific standards. These studies will also include other vital information that is
necessary to interpret data found in peer-reviewed articles. Information on sample size and other
data analysis and collection methods is very important. Notice that these are factors often not
provided by other readily available sources, like experts, news sources, and other companies and
personalities found on the Internet.
1
SS3150.U9.TS1.Student Final Exam Review
3) (Pg. 20) Recall class discussions about generalizing results of studies. Every study will have
weaknesses, and those weaknesses may affect whether or not the results can be said to be
similar across other populations. Remember that a study is performed with a sample from the
intended population of study.
If, for example, we want to test the average intelligence of college students, we would not be able
to use a sample of college students from an all-girls school. This would not provide a
representative sample of all college students because it omits males. Other factors considered, a
sample of college students from an all-girls school would only allow us to generalize the average
intelligence of female college students in that school (even that would depend on sample size,
etc.). Keep in mind that for all intents and purposes, other factors would be involved in order to
generalize the results. How big was the sample size? Was it a random sample of all students in
the school? Was it only psychology students, or did it include other majors as well? Were these
representative samples of students from other majors?
Without getting too far into it, let's go over another example. If we want to examine the average
math ability of students at Mount Chesapeake College, using a sample of only incoming freshman
enrolled in the liberal arts program would not be sufficient. These results would not be able to be
generalized toward sophomores, juniors, and seniors, nor could we generalize these results to
other majors.
4) (Pgs. 59, 123-125) Recall that studies showing effects, correlations, or relationships are
quantitative studies because they are dealing with numbers and statistics. Recall that qualitative
research is performed to find the "why" behind those statistics. A primary goal of qualitative
research is the discovery of variables that can later be measured quantitatively.
Therefore, qualitative research almost never begins with a hypothesis. In fact, qualitative
researchers use "bracketing" to set aside any bias or preconceived notions regarding what they
might find. If qualitative researchers were to hypothesize what they might find, this would negate
the use of bracketing.
5) (Pgs. 59, 122-125) Recall that qualitative research is concerned with discovering and
understanding the experiences of individuals and gaining further knowledge and understanding of
unknown phenomena, or phenomena that are not well known. Also recall that research regarding
relationships, effects, and correlations between two variables is quantitative because we can
statistically analyze whether or not that relationship, correlation, or effect is significant enough to
look into further.
2
SS3150.U9.TS1.Student Final Exam Review
6) (Pg. 53, 54, 59, 123) For Review: See #5 above.
7) (Pg. 136, See also class notes.) See #4 above. Also, remember the discussion about the validity
of qualitative research. Since there is no statistical control to determine reliability and validity of
qualitative research, the reputation and actions of the researcher must be examined. The
researcher must use bracketing to set aside biases, since there is the opportunity for a lot of
interpretation and observation in qualitative research. If a researcher is looking for certain
information during the discovery process, the researcher might be skewed in the interpretation
one way or the other of the data that is obtained. However, if the researcher uses bracketing and
sets aside biases, the researcher is more likely to interpret the data more independently. It is also
important that researchers disclose any bias or preconceived notions that held before, during, or
after the study, and include them in the final report that will be published.
8) (See class notes for APA style; also there are APA citation examples throughout the text.) For
Review: Review APA formatting with the class, using writing examples on the board.
9) (See class notes for APA style; also there are APA citation examples throughout the text.) For
Review: Review APA formatting with the class, using writing examples on the board.
10) (Pg. 123) For Review: See #4 above.
11) (Pgs. 59, 122-125) For Review: See #4 & #5 above.
12) (See class notes; this was an in-class demonstration. This should be a fairly easy one, as the
students used this database for the bulk of their research.) Recall the class demonstration on how
to use the ITT Tech Virtual Library. Most students have probably been using EbscoHost for their
research. Discuss with students their experience with EbscoHost, and any tips and tricks they
would like to share.
13) (Pgs. 175-178, 205) Recall that qualitative research is an attempt to discover how individuals
experience phenomena for which not much is known. One way to discover those experiences to
interview subjects. It is important for the validity of qualitative research to provide transcripts of
interviews, so that data can be correctly coded and analyzed. Providing verbatim transcripts also
reduces the effect of individual bias and interpretation of that data. Researchers can use both
audio and video recording of the sessions in order to them to create verbatim transcripts and also
to make further observation of the data.
3
SS3150.U9.TS1.Student Final Exam Review
14) (Pg. 309, 310, See also class notes) Recall that scholarly articles will have a literature review.
This is a section of the peer-reviewed article that explores what research has already been
conducted in an area of interest. This provides the reader with background information on factors
related to the current study. This also helps be researcher identify gaps in current literature, that
can be filled by the researcher’s study, in order to contribute to one’s field.
15) (Pgs. 133, 134) Recall that sometimes researchers decide that the best way to collect data is to
refrain from informing participants that they are being studied. While certain ethical issues must
be considered, this can be a valuable way to collect data. In qualitative research, non-participant
observation is a preferred method for this. In this method, the researcher observes study
participants, but does not disclose that he or she is a researcher. Studies have shown that when
people know they are being studied, they act differently. By not informing subjects that they are
being studied, the researcher is more likely to observe natural behaviors that are not skewed by
knowledge of participation in the study.
16) (Pg. 125) Recall that there are many qualitative research designs to choose from. A few of the
most often used approaches to qualitative research are ethnography, grounded theory, and
phenomenology. These approaches all have the qualitative research goal of making sense of
phenomena and discovering different experiences and meanings.
Also recall the one of the most widely used methods for collecting quantitative data is the
experiment. In the experiment, one can manipulate variables and use statistical analysis to
determine the effects between two or more variables, for example.
17) (Pg. 136, See also class notes, see also question #7 in final exam) See #4 above. Also recall that
bracketing is used in qualitative design. Bracketing is where researcher sets aside biases and
preconceived notions in an attempt to refrain from influencing data that is collected during the
research process. Bracketing is not used in quantitative research because quantitative
researchers start out with the hypothesis, which can be interpreted as a preconceived notion
were bias towards what they believe is happening between two or more variables.
18) (Pgs. 132-135) See #7 above. Also recall that observation can be a qualitative data collection
method. Meanwhile multiple-choice survey, telephone survey, and statistics are used for
quantitative data collection.
19) (Pgs. 59, 123) For Review: See #4 and #5 above.
4
SS3150.U9.TS1.Student Final Exam Review
20) (Pgs. 163, 164) Recall that qualitative researchers must also find a way to analyze data. This is
often done by reviewing long transcripts and hours of video and/or audio recordings. Researchers
will use or devise a system in which to code major themes like anger, passion, regret, excitement,
etc. that occur within this data.
21) (Pg. 340) Recall that one of the main American Psychological Association (APA) ethical codes is
similar to oath that individuals in the medical profession take: do no harm. Researchers must
leave participants in the same condition, if not better, than when they began the study. Since the
goal of psychologists and social researchers is the betterment of society, it would not make any
sense to leave participants harmed because of the study. Researchers must weigh the risks and
benefits of studies, and this overall code must be adhered to. Also, participants may be
compensated for their participation in research. Although it is not necessary, it is ethical to offer a
small gift that is appropriate for a participant’s time and effort in the research. Professional
associations will likely have predetermined amounts noted to help researchers understand what
is and what is not acceptable compensation. Remind students that this is not necessary, and
many researchers do not compensate participants.
22) (Pgs. 175-178, 205, See also #13 in final exam) For Review: See #13 and #20 above
23) (Pgs. 59, 123-125) See #5 above.
24) (Pgs. 59, 123-125) See #5 above.
25) (Pgs. 59, 123-125) See #5 above.
26) (Pgs. 59, 123-125) See #5 above.
27) (Pgs. 59, 123-125) See #5 above.
28) (See class notes for APA style; also, there are APA citation examples throughout the text.) For
Review: Review APA formatting with the class, using writing examples on the board.
29) (Pg. 20) For Review: See #3 above.
30) (Pg. 309-311, See also class notes) Recall that peer-reviewed articles have defined sections that
help organize the research. An abstract appears at the beginning of the article and provides the
reader with a general idea of what the study is about, and may also include various components
5
SS3150.U9.TS1.Student Final Exam Review
of the study like the sample, methodology, and maybe even the results of the study. The literature
review section provides findings of other studies and research and can help the researcher
identify gaps, and also show how current research contributes to a field of study. The method (or
methodology) section describes important components like sample size, how participants were
selected, and methods for data collection and analysis. The discussion section provides a chance
for the researcher to review the results of the study and offer his interpretation of the results as
well as the study’s strengths and limitations. The researcher may also use the discussion section
to disclose possible implications for future research.
31) (Pg. 311, See also class notes) For Review: See #30 above.
32) (Pg. 310, See also class notes) For Review: See #30 above.
33) (Pg. 157, See also class notes) Recall that when you are reviewing a scholarly article, that article
is identified as a primary source. You can use that primary source as a primary citation in your
literature review. Notice that when you are reviewing a peer-reviewed article, that article will have
its own background or literature review section that includes previous studies and ideas of other
authors. These are then cited by the author of the primary source you are reviewing. These ideas
and study results are open to the interpretation of the author of the primary source you are
currently reviewing. Therefore, the study results and ideas of other authors that appear within the
peer-reviewed article you are looking at are considered secondary citations.
In order to turn secondary citations into primary citations, you must locate the cited reference
yourself, and physically go to that referenced article and take a look yourself. Doing this is the
only way that you can be sure of its contents, and you can make your own interpretation of the
results, thus citing it as your own primary source.
34) (Pg. 157, See also class notes) Recall that using the reference section of other scholarly
research provides a researcher with the plethora of sources that examined concepts similar to
what that individual is currently reading. Since other scholars have found this information useful, it
may be an indication that the phenomenon or variables examined (as secondary citations) may
be valuable in one's own research as well. Thus, the researcher may wish to turn those
secondary citations into primary citations.
35) (Pg. 8, See also class notes) For Review: See #1 above.
6