Social Research Quiz 1

Front 1

Evidence Based Practice

Back 1

“the conscientious, explicit, andjudicious use of evidence in making decisions”

Broken down into five steps:

1. Convert our need for information about the causes of the problem and possible options for intervention into a question.

2. Track down evidence, which best answers the question.

3.Critique or assess the value of the evidence in terms of its impact, validity, impact and applicability.

4. Integrate critique with one’s own expertise and client’s values and situation.

5. Evaluate our effectiveness and efficiency with carrying out this process. How can you improve your EBP?

Front 2

Scientific Method

Back 2

*way of inquiring knowledge through investigating assumptions.

Characteristics:

1. Empirical; derived from direct observations

2. Objectivity; scientists try to avoid bias and to approach research with little subjectivity.

3. Produces provisional knowledge; research only explains what is currently known to be true at a point in time, it is subject to change

4. Public; all steps of the research are made public

5. Specific rules, procedures, techniques

Front 3

Types of knowledge

Back 3

Descriptive-helps us understand

Predictive- helps us to anticipate/ predict

Prescriptive-suggests a method of intervention

Front 4

Basic and Applied Research

Back 4

Basic: (referred to as“pure research”) designed to contribute to theprofessional body of knowledge

Applied: knowledge is applied immediately to practice

Front 5

Qualitative and Quantitative

Back 5

Quantitative: emphasis on gaining knowledge using linear logic

(Careful measurement of variables, large randomly selected samples, standardized collection of data, statistical analysis of data)

Qualitative: seeks to comprehend value of experiences from humans who experienced them

Front 6

Broad Research Question

Back 6

-Provides an initial focus of the study

-Helps narrow information to a manageable topic

-Helps find research focus

Front 7

Focused Research Question

Back 7

-Need to know what is already known about the topic / problem

-Clear/specific focus on research problem

Front 8

Research Hypothesis

Back 8

-Tentative answer to the research question

-Based on existing knowledge & is prediction of what the the researcher will find

Front 9

Types of Research Hypotheses

Back 9

Directional; asserts that the variables will be found to be related & predicts direction of the relationship

Nondirectional; variables will be found to be related & does not predict direction of relationship

No relationship; two variables are unrelated

Front 10

Variable

Back 10

Attribute or characteristic thatdiffers in quality or quantity among different persons, objects, times, orplaces.

Front 11

Constant

Back 11

Characteristic or attribute that does not differeither in quantity or quality

Front 12

Demographic Variable

Back 12

Refers to those commonlymeasured variables that gives researchers a better understanding ofparticipants

Ex. Age, gender,

Front 13

Value Label

Back 13

Name or # assigned to a specific measurementof a variable

Front 14

Frequency

Back 14

The number of times that a given value label orvalue was found to exist

Front 15

Dependent VS. Independent Variable

Back 15

Dependent; most interested in

Independent; introduced and/or manipulated in some way so its effects on the dependent variable can be recorded/monitored

Front 16

Confounding Variable (extraneous variable)

Back 16

Any variable that could mislead researcher about the true relationship between the independent and dependent variables

Front 17

Association

Back 17

Certain value categories of one variable (typically the one that cannot be measured with precision) tend tobe found with certain value categories of another variable

Front 18

Correlation

Back 18

Does not predict that the values of one variable will be shown to have caused the values of the other to occur.

Ex. Higher values of X are found with higher values of Y and vice verse, or, higher values of x are found with lower values of Y and vice versa

Front 19

Causation

Back 19

Values or value categories of the independentvariable produce different values or value categories of the dependent variable

Ex. Values or value categories of X cause values or value categories of Y.

Front 20

Consistency of Conceptualization

Back 20

The variables within the hypothesis (thedependent and independent) should be stated at approximately the same level ofabstraction or concreteness

Front 21

Relevance to the problem

Back 21

Will generate knowledge that has thepotential to contribute to the alleviation of the research problem

Front 22

Completeness

Back 22

Hypothesis should be stated ascompletely as possible

Front 23

Potential for testing

Back 23

Ability to measure variables with precision.

Front 24

Specificity

Back 24

Researcher says exactly what is meant and deliberately chooses specific words