Describe three ways that your critical thinking and information literacy skills might be improved by taking a course in research methods. (6 points)2
Write your original hypothesis from your Topic Proposal. How would you redo this given class discussion/lecture? What are your independent and dependant variables? Rewrite your new hypothesis. (3 points)
- Consider yourself a quantitative social science paradigm researcher, adhering to all values and characteristics of this paradigm. First, explain how you conduct and analyze research based on this paradigm. Second, discuss what points you would make if someone from an interpretive or critical paradigm started arguing with you that their research is better. How would you counter this argument? (10 points)
Contrast random sampling methods with non-random sampling methods. Explain and give examples of three types of each. Give a reason that a researcher might prefer random sampling and a reason that a researcher might choose nonrandom sampling. (10 points)
- Discuss two ways that researchers try to ensure internal/external validity and two ways they try to ensure measurement reliability. (8 points)
How do conceptual definitions differ from operational definitions? Why is it important to have clear conceptual and operational definitions in your research design? (10 points)
- Describe the characteristics of the four levels of measurements. Which level is the most precise? Why? (8 points)
Read the following article. (20 points)
- What type of article is this? Does it meet the criteria for a credible article discussed in class and in chapter 1?
What is the research study’s hypothesis(es) or research question(s)?
- Are the research study’s claims explanatory or predictive? How do you know?
Is the hypothesis or research question associative or causal? How do you know?
- What are the independent and dependent variables being tested in the studies?
What is the sampling method used?
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