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1 | |
A hypothesis is: |
| | A) | necessary for quantitative research. |
| | B) | an educated guess or a presumption based on the review of the research literature. |
| | C) | the definition of one variable. |
| | D) | written in the form of a question. |
| | E) | used when conflicting results are found in the research literature. |
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2 | |
Quantitative research relies on deductive reasoning. This means that: |
| | A) | a theory emerges from the data collected. |
| | B) | a theory is the basis of the propositions tested in the study. |
| | C) | a theory determines how data are collected. |
| | D) | theory is not relevant. |
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3 | |
Quantitative research uses: |
| | A) | measurement and observation to represent communication phenomena as amounts, frequencies, degrees, values, or intensity. |
| | B) | measurement and observation to represent the quality of interaction. |
| | C) | statistics to represent communication phenomena as amounts, frequencies, degrees, values, or intensity. |
| | D) | statistics to determine data collection methods. |
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4 | |
An operationalization is: |
| | A) | key to developing a hypothesis or research question. |
| | B) | the same as a conceptual scheme. |
| | C) | exactly how a variable is observed and measured. |
| | D) | needed only for the independent variable. |
| | E) | needed only for the dependent variable. |
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5 | |
The hypothesis, "Nurses' communication of role expectations to parents will increase satisfaction with nursing care," is an example of a: |
| | A) | directional hypothesis. |
| | B) | nondirectional hypothesis. |
| | C) | null hypothesis. |
| | D) | research question. |
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6 | |
A null hypothesis is: |
| | A) | the hypothesis presented in the research study. |
| | B) | the implicit complementary statement to a research question. |
| | C) | tested by the statistical test. |
| | D) | represented by the symbol H1. |
| | E) | what the researcher wants to prove. |
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7 | |
A variable: |
| | A) | must be identified as independent or dependent. |
| | B) | is the same as an operationalization. |
| | C) | only appears in a hypothesis. |
| | D) | consists of only one level. |
| | E) | is tested by the statistical test. |
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8 | |
The independent variable: |
| | A) | is sometimes called the criterion or outcome variable. |
| | B) | is presumed to be the cause of change in the dependent variable. |
| | C) | is not expected to vary. |
| | D) | does not need to be identified in a research question. |
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9 | |
An intervening variable is: |
| | A) | the same as a confounding variable. |
| | B) | the same as an independent variable. |
| | C) | the same as an dependent variable. |
| | D) | presumed to explain or provide a link between the independent and dependent variables. |
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10 | |
Reliability: |
| | A) | is the opposite of validity. |
| | B) | is achieved when researchers are consistent in their use of data collection procedures. |
| | C) | is achieved when participants react similarly to data collection procedures. |
| | D) | is achieved when researchers using the same measure get similar results. |
| | E) | all except a. |
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11 | |
Validity is achieved when: |
| | A) | researchers are consistent in their use of data collection procedures. |
| | B) | the measurement does what it is intended to do. |
| | C) | reliability is achieved. |
| | D) | the independent variable does not vary. |
| | E) | researchers using a different number of questions ask participants about the same variable. |
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2001 McGraw-Hill Higher Education