Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
84 Cards in this Set
- Front
- Back
|
Quantitative Research Methods
|
Numbers, causual patterns in general, inferential statistical analyses, artificial settings.
|
|
|
Qualitative Research Methods
|
Words, deagrams, a particular case (idiograghic), experience, meaning, natural setting.
|
|
|
60% of the sample have pigtails
|
Units of Analysis is individuals |
|
|
Spend a prolonged period of time (several months) hanging out at a child and family service agency. Obtain permission to observe treatment sessions (perhaps by video) attending staff meetings and group supervisory sessions, reading practitioner progress notes. From all of these observations develop a thick description of the extent and nature of the EBP in that agency.
|
Descriptive Qualitative Example
|
|
|
Conduct unstructured, open-ended interviews with a small number of practitioners regarding how often they engage in the EBP process and their reasons for doing so or not doing so.
|
Exploratory Qualitative Example
|
|
|
The major entity that is being analyzed in a study. It is the what or who that is being studied.
|
Unit of Analysis
|
|
|
The most commonly occurring score. The most frequently observed value or attribute.
|
Mode
|
|
|
Score that divides distribution into two equal parts.
|
Median
|
|
|
Average Score
|
Mean
|
|
|
Distance between minimum and maximum scores.
|
Range
|
|
|
External Validity
|
Refers to the extent to which we can generalize the findings of a study to setting and populations beyond the study conditions.
|
|
|
Mortality
|
Attrition, or drop out rates, that can occur before the study ends. The absence of their data will affect the outcomes/findings.
|
|
|
Deduction |
The logical model in which specific expectations of hypothesis are developed on the basis of general principles.
|
|
|
In experiments, a group of participants who receive the intervention being evaluated and who should resemble the control group in all other respects.
|
Experimental Group
|
|
|
Longitudinal Study
|
A study design that involves the collection of data at different points in time.
|
|
|
Naturalism
|
A qualitative research paradigm that emphasizes observing people in their natural, everyday social settings and on reporting their stories the way they tell them.
|
|
|
Grounded theory
|
a qualitative research approach that begins with observations and looks for patterns, themes, or common categories.
|
|
|
Characteristics of Qualitative Research
|
Conducted primarily in the natural settings where research participants carry out their daily business in a "non-research" atmosphere. Variables cannot be controlled and experimentally manipulated. The questions to be asked are not always completely conceptualized and operationally defined at the outset.
|
|
|
qualitative research methods
|
Research methods that emphasize depth of understanding and the deeper meanings of human experience and that aim to generate theoretically richer albeit more tentative observations.
|
|
|
Commonly used qualitative methods
|
Methods that include participant observation, direct observation, and unstructured or intensive interviewing.
|
|
|
Why use qualitative data?
|
To focus on ordinary events. An opportunity to understand underlying issues. To describe, illuminate, develop an understanding, reinterpret quantitative date |
|
|
Problems with Qualitative Research
|
It is time consuming, data reduction can be difficult, reliability, procedures are not standardized, difficult to study large populations (sample size).
|
|
|
Qualitative Approaches
|
Interviews, focus groups, observation, grounded theory, case study, phenomentlogy, ethnography, oral history, cross-cultural research.
|
|
|
Advantages of Interviews
|
Motivates respondents, questions can be explained, "control" over "uncontrollable", adds observational information.
|
|
|
Limitation of Interviews
|
Costly, Timely, interviewer bias, variation in wording.
|
|
|
Focus Groups
|
Interviews in a group discussion setting
|
|
|
Advantages of focus groups
|
natural setting allows free expression of ideas, members often feel empowerment, learn how people talk about a topic, efficient, can increase sample size, and it might be fun.
|
|
|
Limitations of focus groups
|
Only one or a few topics discussed, moderator ma unknowingly limit dialogue
|
|
|
Ethnography
|
A qualitative approach that focuses on providing a detailed and accurate description of a culture from the viewpoint of an insider rather than the way the researcher understands things.
|
|
|
Oral History
|
Opportunity to tell a story, interpret meanings to actions.
|
|
|
Case study
|
An idiographic examination of a single individual, family, group, organization, community, or society using a full variety of evidence regarding that case. |
|
|
Cons to case study
|
Poor external validity (generalization).
|
|
|
Similarities of Quantitative analysis and qualitative data
|
Bothe infer (pass judgments), each systematically record or gather data, comparison is central, bot strive to avoid errors, false conclusions, and misleading inferences.
|
|
|
Qualitative methods of analysis
|
field notes, assigns codes, reflections, develop themes, generalizations, compare with theory
|
|
|
Differences between qualitative data and quantitative analysis
|
qualitative analysis is less standardized, qualitative researchers begin analysis early in a project while still collecting data, does not test a hypothesis, does not draw on large, well-established body of formal knowledge from math and statistics.
|
|
|
8 general sequential steps that quantitative researchers follow
|
1. Develop a research question. 2. Literature Review 3. Design a research study 4. Collect Data 5. Analyze Data 6. Interpret the Data 7. Presentation of findings 8. Dissemination of Findings |
|
|
quantitative research methods
|
Research methods that seek to produce precise and generalizable findings.
|
|
|
Positivist Way of thinking
|
measurability, objectivity, reducing of uncertainty, replication, standardized procedures.
|
|
|
Measurability
|
Studies only those things that can be objectively measured. Knowledge gained is based on objective measurements of the real world, not on someone's opinions, beliefs, or past experiences. |
|
|
Positivist Principle
|
Things that you believe to exist must be measurable
|
|
|
Steps to Develop the Research Question
|
Step 1 Identify a general problem area to study Step 2 Refine this general area into a research question that can be answered. |
|
|
Concept
|
Concepts are ideas. A mental image that symbolizes an idea, an object, an event, or a person.
|
|
|
examples of concepts
|
female client, wife, mother, and home owner.
|
|
|
Bivariate Relationship
|
The relationship between two variables. Does variable X affect variable Y, or how does Variable X affect variable Y.
|
|
|
Non-directional Hypotheses
|
Predicted relationships between variables that do not specify whether the predicted relationship will be positive or negative.
|
|
|
Directional Hypotheses |
Specifically indicated the "predicted" direction of the relationship between two or more variables.
|
|
|
3 features of data collection in all quantitative research
|
1.all variables must be measureable 2. all data collection procedures must be objective. 3. all of your data collection procedures must be able to be replicated. |
|
|
Two major types of quantitative data analyses
|
Descriptive Statistics and Inferential Statistics
|
|
|
Descriptive Statistics
|
Statistical computations that describe either the characteristics of a sample or the relationship among variables in a sample. Example: Ethnic minority, 10%.
|
|
|
Inferential Statistics
|
The body of statistical computations that is relevant to making inferences from findings based on sample observations to some larger populations.
|
|
|
Inferential Statistics
|
Determine the probability that a relationship between the two variables within your sample also exists within the population from which the sample was drawn.
|
|
|
Validity
|
A descriptive term used of a measure that accurately reflects the concept that it's intended to measure.
|
|
|
Reliability
|
Is the degree of accuracy of precision of a meaning instrument.
|
|
|
Content Validity
|
The degree to which a measure covers the range of meanings included within the content.
|
|
|
Face Validity
|
That quality of an indicator that makes it see a reasonable measure of some variable. Does the measuring instrument appear to measure the subject matter under consideration?
|
|
|
Criterion Validity
|
The degree to which a measure relates with some external criterion. Does the individual's measuring instrument score predict the probable behavior on a second variable?
|
|
|
Construct Validity
|
The degree to which a measure relates to other variables as expected within a system of theoretical relationships and as reflected by the degree of its convergent validity. Does the measuring instrument appear to measure the general (element) it purports to measure?
|
|
|
content validity
|
the instrument has to provide an adequate sample of items that represent the variable of interest. Variables being measured must produce operational definitions.
|
|
|
face validity
|
the instrument has to appear to measure something. If it doesnt' there may be resistance on the part of the respondents. Items should be phrased in a way people understand.
|
|
|
Reliability
|
The degree of accuracy, or precision, in the measurements an instrument provides.
|
|
|
Reliability is frequently used to refer three interrelated concepts
|
Stability, equivalence, and homogeneity |
|
|
Stability
|
Does it have similar results time after time
|
|
|
Social Desirability
|
Tendency to try to give a favorable impression of oneself in ones response
|
|
|
Acquiescence
|
Tendency to agree with statement regardless of their content
|
|
|
Deviation
|
tendency to give unusual or uncommon responses
|
|
|
Errors due to personal styles of respondents
|
social desirability, acquiescence, and deviation
|
|
|
Errors due to reaction of observers
|
contrast error, halo effect, leniency, severity, and central tendency
|
|
|
contrast error
|
tendency to rate others as opposite to oneself in regard to a particular trait or characteristic
|
|
|
halo effect
|
tendency to be unduly influenced by a single favorable trait
|
|
|
Leniency
|
tendency to rate too high or to always give favorable reports
|
|
|
Severity
|
tendency to rate too low or to always give unfavorable reports
|
|
|
central tendency
|
tendency to rate in the middle
|
|
|
Basic types of instruments
|
Rating, summated, and modified scales
|
|
|
Modified scales
|
Goal Attainment scales
|
|
|
Summated Scales
|
respondents are asked to make a single judgment about the topic of interest, includes multiple questions.
|
|
|
Rating Scales
|
Graphic, itemized, comparative, and self-anchored
|
|
|
Graphic
|
Variable is described on a continuum for one extreme to the other, such as low to high
|
|
|
Itemized
|
series of statements that rank different positions on the variable being measured
|
|
|
Comparative
|
respondents are asked to compare an individual or object being rated with others
|
|
|
self-anchored
|
respondents are asked to rate themselves on a continuum, usually seven to nine point scales
|
|
|
Explanatory Designs
|
Ideal, largest number of requirements, best used in confirmatory research-area of study is well developed, testable hypotheses, seeks to establish causal relationship between IV and DV
|
|
|
Descriptive Designs
|
Quasi-experimental, resembles an Ideal experiment but lacks at least one of the necessary requirements
|
|
|
Exploratory Designs
|
Pre-experimental or non-experimental, do not produce statistically sound data or conclusive results, meant to build foundation of ideas.
|
|
|
|
|
