Our experts have gathered these Research Design Selection MCQs through research, and we hope that you will be able to see how much knowledge base you have for the subject of Research Design Selection by answering these 40 multiple-choice questions.
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A. Dissolution
B. Attrition
C. Turnover
D. Layoff
A. It is an anticipated variable
B. It is an unanticipated variable
C. Variable is not accounted for in a research study
D. Both b and c
A. When control is low, neither criterion is met
B. When control is low, only one criterion is met
C. When control is high, both criteria are met
D. Both a and c
A. Independent variable
B. Dependent variable
C. Continuous variable
D. Categorical variable
A. Construct validity
B. Ecological validity
C. Internal validity
D. External validity
A. Test
B. Experiment
C. Hypothesis
D. None of these
A. True
B. False
A. Manipulation
B. Comparison
C. Control
D. All of these
A. Construct validity
B. Ecological validity
C. Internal validity
D. External validity
A. Cause
B. Effect
C. Both
D. None
A. Hawthorne effect
B. History effect
C. Experimental mortality
D. Attrition
A. Heterogeneous attrition
B. Homogeneous attrition
C. History effect
D. None of these
A. Heterogeneous attrition
B. Homogeneous attrition
C. History effect
D. None of these
A. Heterogeneous attrition
B. Homogeneous attrition
C. History effect
D. Hawthorne effect
A. Independent variable
B. Dependent variable
C. Continuous variable
D. Categorical variable
A. Heterogeneous attrition
B. Homogeneous attrition
C. History effect
D. Instrumentation
A. Construct validity
B. Ecological validity
C. Internal validity
D. External validity
A. Hawthorne effect
B. John henry effect
C. Compensatory rivalry effect
D. Both b and c
A. Manipulating
B. Deceiving
C. Destroying
D. None of these
A. Heterogeneous attrition
B. Homogeneous attrition
C. Maturation
D. Instrumentation
A. Nonexperimental research design
B. Quasi experimental research design
C. Descriptive research design
D. Correlational research design
A. Outcome validity
B. Population validity
C. Internal validity
D. External validity
A. Outcome validity
B. Population validity
C. Internal validity
D. External validity
A. Nonexperimental research design
B. Quasi experimental research design
C. Descriptive research design
D. Correlational research design
A. Independent variable
B. Dependent variable
C. Quasi independent variable
D. Categorical variable
A. Systematic sampling
B. Random assignment
C. Focus grouping
D. None of these
A. Equalization
B. Randomization
C. Regression
D. None of these
A. Change
B. Shift
C. Keeping up
D. Both a and b
A. True
B. False
A. True
B. False
A. Construct validity
B. Temporal validity
C. Internal validity
D. External validity
A. Hawthorne effect
B. John henry effect
C. Compensatory rivalry effect
D. Testing effect
A. Treatment validity
B. Temporal validity
C. Internal validity
D. External validity
A. Nonexperimental research design
B. Quasi-experimental research design
C. Experimental research design
D. Hypothetical research design
A. Pseudo-experimental research design
B. Quasi-experimental research design
C. Experimental research design
D. Hypothetical research design
A. Constraint
B. Reliability
C. Cause-and-effect
D. Generalization
A. Random sampling
B. Random assignment
C. Random comparison
D. Random dancing
A. Field experiment; laboratory experiment
B. Laboratory experiment; field experiment
C. Field experiment; field experiment
D. Laboratory experiment; laboratory experiment
A. Participants matured and now realize that candy has too much sugar and so do not eat candy anymore.
B. It is a history effect in that participants may have been eating candy more often in general and so may be “sick of” eating candy, which is why they are not eating these foods in the study.
C. It is a testing effect because participants realize that they are being tested on their ability to determine the nutritional content of candy.
D. It is most likely that all participants do not like to eat candy because most people do not like the taste of foods that are high in sugar.
A. History effect
B. Attrition
C. Instrumentation
D. Regression toward the mean
A. Internal validity
B. External validity
C. Causation
D. Research design
A. Population validity
B. Ecological validity
C. Temporal validity
D. Outcome validity
A. Population validity
B. Ecological validity
C. Temporal validity
D. Outcome validity
A. To solve all educational problems in one study
B. To move forward and advance our knowledge of education
C. To solve educational problems in your local districts
D. To ignore the limitations of research designs
A. Factors
B. Random assignment
C. Manipulation
D. Observation
A. Confound
B. Dependent variable
C. Independent variable
D. Treatment
A. Middle; extreme
B. Bottom; missed
C. Bottom; top
D. Low-performing; average
A. High external validity
B. Low external validity
C. High internal validity
D. Low internal validity