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Objective TypeQuestions :

1. Mean, Median and Mode are :

(A) Measures of deviation

(B) Ways of sampling

(C) Measures of control tendency

(D) one of t!e a"ove

Ans#er: (D)

$. %esearc! is

(A) &earc!ing again and again

(B) 'inding solution to any pro"lem

(C) Woring in a scientic #ay to searc! for trut! of any pro"lem


Ans#er: (C)

*. W!ic! of t!e follo#ing is t!e rst step in starting t!e researc! process+

(A) &earc!ing sources of information to locate pro"lem.

(B) &urvey of related literature

(C) dentication of pro"lem

(D) &earc!ing for solutions to t!e pro"lem

Ans#er: (C)

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-. A common test in researc! demands muc! priority on

(A) %elia"ility

(B) sea"ility

(C) /"0ectivity

(D) All of t!e a"ove

Ans#er: (D)

. Action researc! means

(A) A longitudinal researc!

(B) An applied researc!

(C) A researc! initiated to solve an immediate pro"lem

(D) A researc! #it! socioeconomic o"0ective

Ans#er: (C)

2. A reasoning #!ere #e start #it! certain particular statements and conclude #it!

a universal statement is called

(A) Deductive %easoning

(B) nductive %easoning

(C) A"normal %easoning

(D) 3ranscendental %easoning

Ans#er: (B)

4. W!ic! of t!e follo#ing varia"les cannot "e e5pressed in 6uantitative terms+

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(A) &ocio7economic &tatus

(B) Marital &tatus

(C) umerical Aptitude

(D) 8rofessional Attitude

Ans#er: (C)

9. 3!e essential 6ualities of a researc!er are

(A) &pirit of free en6uiry

(B) %eliance on o"servation and evidence

(C) &ystematiation or t!eoriing of no#ledge

(D) All t!e a"ove

Ans#er: (D)

;. n t!e process of conducting researc!

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(B) &econdary Data only

(C) Bot! 8rimary and &econdary Data


Ans#er: (C)

11.@uestionnaire is a :

(A) %esearc! met!od

(B) Measurement tec!ni6ue

(C) 3ool for data collection

(D) Data analysis tec!ni6ue

Ans#er: (C)

A periodical evaluation of an employee is done t!roug!........... .

(A) o" rotation

(B) 8erformance appraisal

(C) %efres!er course

(D) Wor guide

Ans#er: (B)

Controlled roup> is a term used in.............. .

(A) &urvey researc!

(B) =istorical researc!

(C) 5perimental researc!

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(D) Descriptive researc!

Ans#er: (C)

+

(A) 8ie C!art

(B) Bar C!art

(C) 3a"le

(D) =istogram

Ans#er: (C)

1*. Action researc! means

(A) A longitudinal researc!

(B) An applied researc!

(C) A researc! initiated to solve an immediate pro"lem

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(D) A researc! #it! socioeconomic o"0ective

Ans#er: (C)

1-. %esearc! is

(A) &earc!ing again and again

(B) 'inding solution to any pro"lem

(C) Woring in a scientic #ay to searc! for trut! of any pro"lem


Ans#er: (C)

1. A common test in researc! demands muc! priority on

(A) %elia"ility

(B) sea"ility

(C) /"0ectivity

(D) All of t!e a"ove

Ans#er: (D)

12. W!ic! of t!e follo#ing is t!e rst step in starting t!e researc! process+

(A) &earc!ing sources of information to locate pro"lem.

(B) &urvey of related literature

(C) dentication of pro"lem

(D) &earc!ing for solutions to t!e pro"lem

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Ans#er: (A)

14. f a researc!er conducts a researc! on nding out #!ic! administrative

style contri"utes more to institutional eFectiveness + 3!is #ill "e an e5ample of

(A) Basic %esearc!

(B) Action %esearc!

(C) Applied %esearc!


Ans#er: (C)

19. ormal 8ro"a"ility Curve s!ould "e

(A) 8ositively se#ed

(B) egatively se#ed

(C) Geptourtic se#ed

(D) Hero se#ed

Ans#er: (D)

n a large random data set follo#ing normal distri"ution, t!e ratio (I) of num"er of

data points #!ic! are in t!e range of (mean J standard deviation) to t!e total

num"er of data points, is

(A) K ?I

(B) K 24I

(C) K ;4I

(D) K -4I

Ans#er: (B)

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1. A researc! paper is a "rief report of researc! #or "ased on

(A) 8rimary Data only

(B) &econdary Data only

(C) Bot! 8rimary and &econdary Data


Ans#er: (C)

$. e#ton gave t!ree "asic la#s of motion. 3!is researc! is categoried as

(A) Descriptive %esearc!

(B) &ample &urvey

(C) 'undamental %esearc!

(D) Applied %esearc!

Ans#er: (C)

*. A group of e5perts in a specic area of no#ledge assem"led at a place and

prepared a sylla"us for a ne# course. 3!e process may "e termed as

(A) &eminar

(B) Wors!op

(C) Conference

(D) &ymposium

Ans#er: (B)

-. n t!e process of conducting researc! 'ormulation of =ypot!esis> is follo#ed "y

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(A) &tatement of /"0ectives

(B) Analysis of Data

(C) &election of %esearc! 3ools

(D) Collection of Data

Ans#er: (D)

$2. W!ic! one of t!e follo#ing does not come under t!e met!ods of data

classication +

(A) @ualitative

(B) ormative

(C) &patial

(D) @uantitative

Ans#er: (C)

$4. W!ic! one of t!e follo#ing is not a source of data +

(A) Administrative records

(B) 8opulation census

(C) &

(D) &ample survey

Ans#er: (A)

;. 3!e essential 6ualities of a researc!er are

(A) spirit of free en6uiry

(B) reliance on o"servation and evidence

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(C) systematiation or t!eoriing of no#ledge

(D) all t!e a"ove

Ans#er: (D)

2?. %esearc! is conducted to

. enerate ne# no#ledge

. ot to develop a t!eory

. /"tain researc! degree

L. %einterpret e5isting no#ledge

W!ic! of t!e a"ove are correct +

(A) , (B) , L

(C) , (D) , L

Ans#er: (D)

$. Conferences are meant for

(A) Multiple target groups

(B) roup discussions

(C) &!o#7casing ne# %esearc!

(D) All t!e a"ove

Ans#er: (D)

*. 5 8ost 'acto researc! means

(A) 3!e researc! is carried out after t!e incident

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(B) 3!e researc! is carried out prior to t!e incident

(C) 3!e researc! is carried out along #it! t!e !appening of an incident.

(D) 3!e researc! is carried out eeping in mind t!e possi"ilities of an incident.

Ans#er: (A)

-. %esearc! et!ics do not include

(A) =onesty (B) &u"0ectivity

(C) ntegrity (D) /"0ectivity

Ans#er: (B)

-;. W!ic! one of t!e follo#ing is an indication of t!e 6uality of a researc! 0ournal+

(A) mpact factor

(B) !7inde5

(C) g7inde5

(D) i1?7inde5

Ans#er: (A)

?. ood

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Ans#er: (B)

1. W!ic! of t!e follo#ing sampling met!ods is "ased on pro"a"ility+

(A) Convenience sampling

(B) @uota sampling

(C) udgement sampling

(D) &tratied sampling

Ans#er: (D)

$. W!ic! one of t!e follo#ing references is #ritten according to American

8syc!ological Association (A8A) format+

(A) &!arma, L. ($?1?). 'undamentals of Computer &cience. e# Del!i : 3ata Mcra#

=ill

(B) &!arma, L. $?1?. 'undamentals of Computer &cience. e# Del!i : 3ata Mcra#

=ill

(C) &!arma.L. $?1?. 'undamentals of Computer &cience, e# Del!i : 3ata Mcra#

=ill

(D) &!arma, L. ($?1?), 'undamentals of Computer &cience, e# Del!i : 3ata Mcra#

=ill

Ans#er: (A)

*. Arrange t!e follo#ing steps of researc! in correct se6uence :

1. dentication of researc! pro"lem

$. Gisting of researc! o"0ectives

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*. Collection of data

-. Met!odology

. Data analysis

2. %esults and discussion

(A) 1 O $ O * O - O O 2

(B) 1 O $ O - O * O O 2

(C) $ O 1 O * O - O O 2

(D) $ O 1 O - O * O O 2

Ans#er: (B)

-. dentify t!e incorrect statement:

(A) A !ypot!esis is made on t!e "asis of limited evidence as a starting point for

furt!er investigations.

(B) A !ypot!esis is a "asis for reasoning #it!out any assumption of its trut!.

(C) =ypot!esis is a proposed e5planation for a p!enomenon.

(D) &cientic !ypot!esis is a scientic t!eory.

Ans#er: (D)

A #ors!op is

(A) a conference for discussion on a topic.

(B) a meeting for discussion on a topic.

(C) a class at a college or a university in #!ic! a teac!er and t!e students discuss a

topic.

(D) a "rief intensive course for a small group emp!asiing t!e development of a sill

or tec!ni6ue for solving a specic pro"lem.

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Ans#er: (D)

-1. A #oring !ypot!esis is

(A) a proven !ypot!esis for an argument.

(B) not re6uired to "e tested.

(C) a provisionally accepted !ypot!esis for furt!er researc!.

(D) a scientic t!eory.

Ans#er: (C)

W!ic! one of t!e follo#ing is not a non7parametric test +

(A) t7test

(B) &ign test

(C) C!i7s6uare test

(D) %un test

Ans#er: (A)

51. Deconstruction is a popular method of research in

(A) Basic Science

(B) Applied Science

(C) Social Science

(D) Literature

Answer:(D)

52. With which one of the followin techni!ues communalit" is associated #

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(A) $ni%ariate anal"sis

(B) &actor anal"sis

(C) Case studies

(D) SW' anal"sis

Answer:(B)

5. he %aria*le which impacts the relationship *etween an independent %aria*le and a dependent %aria*le is +nown as

(A) antecedent %aria*le

(B) precedent %aria*le

(C) predictor %aria*le

(D) control %aria*le

Answer:(D)

5,. Which one of the followin is a nonpro*a*ilit" samplin method #

(A) Simple -andom Samplin

(B) Stratified Samplin

(C) Cluster Samplin

(D) uota Samplin

Answer:(D)

A sampling frame is:

a) A summary of t!e various stages involved in designing a survey

") An outline vie# of all t!e main clusters of units in a sample

c) A list of all t!e units in t!e population from #!ic! a sample #ill "e selected

d) A #ooden frame used to display ta"les of random num"ers

@uestion $

A simple random sample is one in #!ic!:
http://www.netugc.com/http://www.netugc.com/

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a) 'rom a random starting point, every nt! unit from t!e sampling frame is selected

") A non7pro"a"ility strategy is used, maing t!e results diPcult to generalie

c) 3!e researc!er !as a certain 6uota of respondents to ll for various social groups

d) very unit of t!e population !as an e6ual c!ance of "eing selected

@uestion *

t is !elpful to use a multi7stage cluster sample #!en:

a) 3!e population is #idely dispersed geograp!ically

") Qou !ave limited time and money availa"le for travelling

c) Qou #ant to use a pro"a"ility sample in order to generalise t!e results

d) All of t!e a"ove

@uestion -

3!e standard error is a statistical measure of:

a) 3!e normal distri"ution of scores around t!e sample mean

") 3!e e5tent to #!ic! a sample mean is liely to diFer from t!e population mean

c) 3!e clustering of scores at eac! end of a survey scale

d) 3!e degree to #!ic! a sample !as "een accurately stratied

@uestion

W!at eFect does increasing t!e sample sie !ave upon t!e sampling error+

a) t reduces t!e sampling error

") t increases t!e sampling error

c) t !as no eFect on t!e sampling error

d) one of t!e a"ove

@uestion 2

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W!ic! of t!e follo#ing is not a type of non7pro"a"ility sampling+

a) &no#"all sampling

") &tratied random sampling

c) @uota sampling

d) Convenience sampling

@uestion 4

&no#"all sampling can !elp t!e researc!er to:

a) Access deviant or !idden populations

") 3!eorise inductively in a 6ualitative study

c) /vercome t!e pro"lem of not !aving an accessi"le sampling frame

d) All of t!e a"ove

@uestion 9

W!ic! of t!e follo#ing is not a c!aracteristic of 6uota sampling+

a) 3!e researc!er c!ooses #!o to approac! and so mig!t "ias t!e sample

") 3!ose #!o are availa"le to "e surveyed in pu"lic places are unliely to constitute

a representative sample

c) 3!e random selection of units maes it possi"le to calculate t!e standard error

d) t is a relatively fast and c!eap #ay of nding out a"out pu"lic opinions

@uestion ;

3!e ndings from a study of young single mot!ers at a university can "e

generalised to t!e population of:

a) All young single mot!ers at t!at university

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") All young single mot!ers in t!at society

c) All single mot!ers in all universities

d) All young #omen in t!at university

@uestion 1?

3!e term Rdata processing errorR refers to:

a) Activities or events related to t!e sampling process, e.g. non7response

") 'aulty tec!ni6ues of coding and managing data

c) 8ro"lems #it! t!e implementation of t!e researc! process

d) 3!e unavoida"le discrepancy "et#een t!e sample and t!e population

W!y is it important for structured intervie#s to follo# a standardied procedure+

a) 3o increase validity, as t!e intervie# can "e adapted for eac! respondent

") 3o increase relia"ility, "ecause all respondents receive t!e same intervie#

stimulus

c) 3o allo# for an in7dept! e5ploration of t!e topic

d) 3o mae it easier for untrained intervie#ers to carry out comple5 surveys

@uestion $

&tandardiing t!e intervie# sc!edule can reduce intervie#er variation in terms of:

a) 3!e #ay in #!ic! 6uestions are p!rased "y t!e intervie#er

") 3!e order in #!ic! 6uestions are ased

c) 3!e procedures used to code and analyse survey data

d) All of t!e a"ove

@uestion *

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Closed ended 6uestions are t!ose t!at:

a) =ave a 5ed range of possi"le ans#ers

") 8revent respondents from allocating t!emselves to a category

c) ncourage detailed, ela"orate responses

d) %elate to t!e "asic demograp!ic c!aracteristics of respondents

@uestion -

W!ic! of t!e follo#ing is not a disadvantage of telep!one intervie#ing+

a) %esearc!ers do not !ave to spend so muc! time and money on travelling

") &ome people in t!e target population may not o#n a telep!one

c) t can "e diPcult to "uild rapport over t!e telep!one

d) ntervie#ers cannot use visual cues suc! as s!o# cards

@uestion

3!e acronym SCA3S stands for:

a) Camera7activated telescopic intervie#ing

") Computer7assisted telep!one intervie#ing

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c) Corrective anti7terrorist intervie#ing

d) Critical analysis of telepat!ic intervie#ing

@uestion 2

W!ic! of t!e follo#ing mig!t you include in an introductory letter to respondents+

a) An e5planation of #!o you are and #!o is funding your researc!

") An overvie# of #!at t!e researc! is a"out and !o# t!e data #ill "e collected

c) A statement of t!eir et!ical rig!ts to anonymity, condentiality, etc.

d) All of t!e a"ove

@uestion 4

A lter 6uestion is one t!at:

a) nsures t!at all respondents are ased every 6uestion on t!e sc!edule and in t!e

same order

") Geaves a space for respondents to #rite long and detailed ans#ers

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c) =elps t!e intervie#er to avoid asing irrelevant 6uestions "y directing t!em

else#!ere on t!e sc!edule

d) Allo#s supervisors to distinguis! "et#een good and "ad intervie#ers

@uestion 9

W!ic! of t!e follo#ing is not advised #!en planning t!e 6uestion order of a

structured intervie#+

a) Be #ary of asing an earlier 6uestion t!at alters t!e salience of later 6uestions

") 5pect some variation in t!e order in #!ic! 6uestions are ased

c) Geave 6uestions a"out sensitive or em"arrassing issues until later in t!e

intervie#

d) roup t!e 6uestions into logically organied sections

@uestion ;

A s!o# card is:

a) /ne t!at prevents respondents from e5pressing t!eir opinions a"out a statement

") /ne t!at encourages e5plicit discussion of sensitive or personal information

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c) /ne t!at prompts respondents to c!oose from a range of possi"le ans#ers

d) /ne t!at researc!ers must present #!en t!ey compete at pony clu" events

@uestion 1?

3!e response set of Sac6uiescenceS can "e a pro"lem in t!at:

a) &ome people consistently agree or disagree #it! a set of 6uestions or items

") %espondents tend to give ans#ers t!at t!ey t!in are socially desira"le

c) 3!e structured intervie# is so conducive to reciprocity t!at male respondents nd

it !ard to stop taling

d) %esearc!ers #!o #ear very strong perfume #ill distract t!eir respondents

@uestion 1

W!ic! of t!e follo#ing statements is correct+

a) &elf7completion 6uestionnaires are a type of postal survey

") 8ostal surveys can include self7completion or email surveys

c) &elf7completion 6uestionnaires can include postal or email surveys

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d) mail surveys are a type of postal 6uestionnaire

@uestion $

/ne of t!e advantages of self7completion 6uestionnaires over structured intervie#s

is t!at:

a) 3!ey are 6uicer and c!eaper to administer

") 3!ey create intervie#er eFects

c) 3!ey !ave greater measurement validity

d) 3!ey are less prone to inter7coder variation

@uestion *

W!ic! of t!e follo#ing is not a disadvantage of self7completion 6uestionnaires

compared to structured intervie#s+

a) 3!e respondent can read t!e #!ole 6uestionnaire "efore ans#ering t!e rst

6uestion

") 3!e researc!er cannot as many closed7ended 6uestions

c) 3!e researc!er cannot pro"e or prompt respondents for more detail

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d) 3!e respondent may not ans#er all 6uestions, resulting in missing data

@uestion -

W!ic! of t!e follo#ing steps can "e taen to improve response rates to postal

6uestionnaires+

a) Write a personalied covering letter to introduce t!e researc!

") nclose a stamped addressed envelope #it! a postal 6uestionnaire

c) &end out polite reminder letters

d) All of t!e a"ove

@uestion

W!y is it generally "etter to present 5ed c!oice ans#ers in vertical rat!er t!an

!oriontal form+

a) t taes up less space on t!e page

") t encourages respondents to c!oose more t!an one ans#er

c) t allo#s 6uestions to "e spread over more t!an one page

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d) t maes t!e layout of t!e 6uestionnaire more clear and unam"iguous

@uestion 2

W!en using a Giert scale #it! a long list of items, it is usually "etter to:

a) Arrange t!e ans#ers !oriontally, in a""reviated form

") Gist t!e ans#ers vertically, for eac! consecutive item

c) /mit any instructions a"out !o# to select an ans#er

d) Gist all 6uestions on one page and all ans#ers on anot!er

@uestion 4

n order to identify response sets in a Giert scale, you could:

a) 8re7code all items consistently from 17

") %everse t!e scoring of pre7coded ans#ers

c) /nly include items a"out socially desira"le "e!aviours

d) nclude e5plicit instructions to respondents not to deceive you

@uestion 9

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Corti (1;;*) maes a distinction "et#een t#o types of researc!er7driven diary:

a) Lalid and relia"le diaries

") @uantitative and 6ualitative diaries

c) &tructured and free7te5t diaries

d) /pen or closed ans#er diaries

@uestion ;

3!e Rtime7useR diary can provide 6uantitative data a"out:

a) 3!e amount of time respondents spend on certain activities every day

") 3!e su"0ective meanings t!at concepts of RtimeR !ave for diFerent people

c) 3!e #ay respondents mae sense of t!eir life stories in narrative form

d) 3!e !istorical signicance of clocs, #atc!es and ot!er devices for measuring

time

@uestion 1?

/ne advantage of using diaries in 6uantitative researc! is t!at:

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a) 3!ere is a reduced ris of attrition, as respondents tend to "e !ig!ly motivated

") 3!ey are liely to elicit data a"out sensitive issues or deviant activities

c) 3!ey !ig!lig!t t!e t!oug!ts, feelings and e5periences t!at are uni6ue to eac!

respondent

d) one of t!e a"ove

@uestion 1

An open 6uestion is one t!at:

a) Allo#s respondents to ans#er in t!eir o#n terms

") Does not suggest or provide a limited range of responses

c) Can !elp to generate ans#ers for closed 6uestions

d) All of t!e a"ove

@uestion $

n order to post7code ans#ers to open 6uestions, it is necessary to:

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") As people a"out t!e c!aracteristics of a social setting or entity t!at t!ey no#

#ell

c) &ee to nd out a"out peopleRs attitudes and opinions on a range of topics

d) 3ry to identify t!e normative standards and values !eld "y a social group

@uestion

W!ic! of t!e follo#ing is a general rule of t!um" for designing 6uestions+

a) Al#ays "ear in mind your researc! 6uestions

") ever as a closed 6uestion

c) Al#ays use vignettes rat!er t!an open 6uestions

d) se am"iguous terms to put respondents at ease

@uestion 2

Qou s!ould avoid using dou"le7"arrelled 6uestions in a survey "ecause:

a) 3!ey rely too muc! on a respondentRs memory

") 3!ey mae t!e 6uestions too long, so respondents lose interest

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c) 3!ey are too a"stract and general in scope

d) 3!ey confuse respondents "y asing a"out t#o diFerent t!ings

@uestion 4

Geading 6uestions s!ould also "e avoided "ecause:

a) 3!ey suggest #ays of ans#ering and so may "ias t!e results

") 3!ey create a mismatc! "et#een t!e 6uestion and its possi"le ans#ers

c) 3!ey involve negative terms and unnecessary 0argon

d) 3!ey as a"out several diFerent t!ings at t!e same time

@uestion 9

A vignette 6uestion is one t!at ass respondents to t!in a"out:

a) 'amily o"ligations to care for sic relatives

") An intensely painful and sensitive issue in t!eir personal life

c) A scenario involving imaginary c!aracters in a realistic situation

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d) 3!eir favourite ind of salad dressing

@uestion ;

3!e value of piloting a 6uestionnaire is t!at it !elps you to:

a) 3est out your 6uestions on some of t!e people #!o #ill "e in t!e nal sample

") dentify and amend any pro"lems in t!e 6uestion #ording, order and format

c) 'ind out #!at a trained pilot #ould t!in of t!e su"0ect matter

d) All of t!e a"ove

@uestion 1?

A 6uestion "an is a useful resource for:

a) &tudying t!e #ay 6uestions !ave "een successfully used in previous surveys

") &tealing ot!er peopleRs 6uestions #it!out t!eir permission

c) Gearning more a"out your topic so t!at you can devise leading 6uestions

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d) Teeping t!e money from your funding agency in a safe place

@uestion 1

W!ic! of t!e follo#ing is a pro"lem associated #it! survey researc!+

a) 3!e pro"lem of o"0ectivity

") 3!e pro"lem of Sgoing nativeS

c) 3!e pro"lem of omission

d) 3!e pro"lem of ro"ustness

@uestion $

3!e ey advantage of structured o"servation over survey researc! is t!at:

a) t does not rely on t!e researc!erRs a"ility to tae notes

") 3!e researc!er is immersed as a participant in t!e eld t!ey are studying

c) t does not impose any e5pectations of "e!aviour on t!e respondents

d) t allo#s you to o"serve peopleRs "e!aviour directly

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@uestion *

W!at is an o"servation sc!edule+

a) A set of e5plicit rules for assigning "e!aviour to categories

") A timeta"le of days on #!ic! you plan to carry out your o"servation

c) A list of 6uestions to as your intervie#ees

d) A #ay of testing for measurement validity

@uestion -

Ga8iere conducted a study of t!e #ay restaurant o#ners granted or refused access

to a C!inese couple. 3!is is an e5ample of o"serving "e!aviour in terms of:

a) ndividuals

") ncidents

c) &!ort time periods

d) Gong time periods

@uestion

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t may not "e possi"le to use a pro"a"ility sample to o"serve "e!aviour in pu"lic

places "ecause:

a) 3!e ndings of suc! studies are not intended to !ave e5ternal validity

") t is not feasi"le to construct a sampling frame of interactions

c) t is diPcult to gain access to suc! social settings

d) %esearc!ers prefer not to use random samples #!enever possi"le

@uestion 2

W!ic! of t!e follo#ing is not a type of sampling used in structured o"servation+

a) 'ocal sampling

") &can sampling

c) motional sampling

d) Be!aviour sampling

@uestion 4

Co!enRs appa is a measure of:

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a) nter7surveyor consistency

") ntra7o"server validity

c) ntra7coder validity

d) nter7o"server consistency

@uestion 9

W!at is meant "y t!e term Sreactive eFectS+

a) f people no# t!ey are "eing o"served, t!ey may c!ange t!eir "e!aviour

") %esearc! su"0ects may !ave a "ad reaction to t!e drugs t!ey are given

c) %esearc!ers sometimes react to t!eir informantsR "e!aviour #it! !orror

d) 3!e categories on an o"servation sc!edule may not "e mutually e5clusive

@uestion ;

W!at did &alanci mean "y Seld stimulationsS+

a) Being immersed in t!e eld can !elp to simulate t!e e5perience of your

informants

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") %eac! an interpretive understanding of social action

c) ngage in a critical dialogue a"out et!ical issues in researc!

d) 8rovide a feminist alternative to Rmale7streamR 6uantitative met!ods

@uestion $

W!ic! of t!e follo#ing could "e su"0ected to a te5tual content analysis+

a) ntervie# transcripts

") e#spaper articles

c) &ong lyrics

d) All of t!e a"ove

@uestion *

W!y did Warde sample food magaines from four diFerent mont!s in t!e year+

a) Because t!ere #erenRt enoug! food adverts in t!e rst t#o magaines

") 3o tae into account any seasonal variation in t!e recipes included in t!e

magaines

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c) 3o nd information from more t!an one form of mass media communication

d) Because !e couldnRt decide #!ic! of t!e recipes #ere t!e most appetiing

@uestion -

W!ic! of t!e follo#ing is not an e5ample of a Runit of analysisR+

a) Lalidity

") signicant actors

c) Words

d) su"0ects and t!emes

@uestion

W!y mig!t a researc!er #ant to count t!e fre6uency of certain #ords in a te5t+

a) t increases t!e relia"ility of t!e coding measures

") t is a good #ay of nding out a"out t!e 0ournalistRs favourite #ords

c) motive #ords can "e used e5cessively to provoe a moral panic

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d) t s!o#s #!ic! #ords are most common in t!e nglis! language

@uestion 2

3!e purpose of a coding manual is to:

a) 8rovide a form onto #!ic! t!e data can "e entered

") 8rovide researc!ers #it! instructions a"out !o# to code t!e data

c) Gist all t!e categories t!at !ave "een omitted from t!e sc!edule

d) 3est researc!ersR no#ledge of statistics

@uestion 4

3!e data from eac! ro# in a coding sc!edule can "e entered into a 6uantitative

analysis computer program called:

a) ndnote

") 7Livo

c) /utloo

d) &8&&

@uestion 9

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/ne of t!e potential pitfalls in devising a coding sc!eme is t!at:

a) t can "e diPcult to o"tain a random sample of ne#spapers

") Qou mig!t run out of p!otocopier paper

c) 3!e categories may not "e mutually e5clusive

d) 3!e unit of analysis is too clearly dened

@uestion ;

W!ic! of t!e follo#ing is not an advantage of content analysis+

a) t allo#s us to o"serve ot!er#ise inaccessi"le populations at rst !and

") t is a transparent and easily replica"le tec!ni6ue

c) t allo#s us to trac c!anges in media representations over time

d) t is a non7reactive met!od

@uestion 1?

f coders diFered in t!eir interpretations of t!e categories in t!e sc!edule, t!is could

negatively aFect t!e dataRs:

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a) nternal generalia"ility

") ntra7intervie#er relia"ility

c) Construct validity

d) nter7coder relia"ility

@uestion 1

3!e term Ssecondary analysisS refers to t!e tec!ni6ue of:

a) Conducting a study of seconds, minutes and ot!er measures of time

") Analysing your o#n data in t#o diFerent #ays

c) Analysing e5isting data t!at !ave "een collected "y anot!er person or

organiation

d) Woring part time on a pro0ect alongside ot!er responsi"ilities

@uestion $

W!y mig!t secondary analysis "e a particularly useful met!od for students+

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a) t is relatively easy to do

") t saves time and money

c) t does not re6uire any no#ledge of statistics

d) t only re6uires a !alf7!earted eFort

@uestion *

W!ic! of t!e follo#ing is not an advantage of secondary analysis+

a) t immerses t!e researc!er in t!e eld t!ey are studying

") t tends to "e "ased on !ig! 6uality data

c) t provides an opportunity for longitudinal analysis

d) t allo#s you to study patterns and social trends over time

@uestion -

3!e large samples used in national social surveys ena"le ne# researc!ers to:

a) Avoid using pro"a"ility sampling

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") dentify any "ias in t!e 6uestion #ording

c) valuate t!e inter7coder relia"ility of t!e data

d) Conduct su"group analysis

@uestion

W!ic! of t!e follo#ing is not a disadvantage of using secondary analysis+

a) 3!e researc!erRs lac of familiarity #it! t!e data

") t is a relatively e5pensive and time consuming process

c) =ierarc!ical datasets can "e very confusing

d) 3!e researc!er !as no control over t!e 6uality of t!e data

@uestion 2

W!ic! of t!e follo#ing provides oPcial statistics t!at could "e analysed as

secondary data+

a) Gocal overnment &urvey (G&)

") 5penditure and 'ood &urvey ('&)

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c) D#elling and 'urnis!ings &urvey (D'&)

d) %o#ing and /ars &urvey (%/&)

@uestion 4

W!at is one of t!e advantages t!at oPcial statistics !ave over structured intervie#

data+

a) 3!e researc!er can conduct natural e5periments in t!e eld

") 3!ey are completely o"0ective and relia"le


d) 3!ey allo# t!e researc!er to identify social trends over time

@uestion 9

&tudying t!e oPcial crime rate may provide unrelia"le data "ecause:

a) Categories of criminal "e!aviour c!ange over time

") 3!ere is a Sdar gureS of unreported and unrecorded crime

c) 8olice use t!eir discretion to investigate some crimes and not ot!ers

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@uestion *

W!ic! of t!e follo#ing is not an advantage of secondary analysis+

a) t immerses t!e researc!er in t!e eld t!ey are studying

") t tends to "e "ased on !ig! 6uality data

c) t provides an opportunity for longitudinal analysis

d) t allo#s you to study patterns and social trends over time

@uestion -

3!e large samples used in national social surveys ena"le ne# researc!ers to:

a) Avoid using pro"a"ility sampling

") dentify any "ias in t!e 6uestion #ording

c) valuate t!e inter7coder relia"ility of t!e data

d) Conduct su"group analysis

@uestion

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a) 3!e researc!er can conduct natural e5periments in t!e eld

") 3!ey are completely o"0ective and relia"le


d) 3!ey allo# t!e researc!er to identify social trends over time

@uestion 9

&tudying t!e oPcial crime rate may provide unrelia"le data "ecause:

a) Categories of criminal "e!aviour c!ange over time

") 3!ere is a Sdar gureS of unreported and unrecorded crime

c) 8olice use t!eir discretion to investigate some crimes and not ot!ers

d) All of t!e a"ove

@uestion ;

W!at is t!e Secological fallacyS+

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a) 3!e assumption t!at secondary data analysis can "e carried out at !ome

") 3!e mistae of o"serving people in t!eir natural setting

c) 3!e error of maing inferences a"out individual "e!aviour from aggregate data

d) 3!e myt! t!at it is easy to researc! environmentalist action groups

@uestion 1?

W!y !as t!e secondary analysis of oPcial statistics "een seen as an Suno"trusiveSmet!od+

a) t increases t!e ris of Sreactive eFectsS from participants

") 3!e researc!er is removed from t!e social settings t!at t!ey are investigating

c) 3!e data #ere originally collected for t!e same purposes as t!ose of t!e current

researc!er

d) 3!ey do not intrude too muc! into t!e researc!erRs spare time

@uestion 1

W!at is t!e diFerence "et#een intervalNratio and ordinal varia"les+

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a) 3!e distance "et#een categories is e6ual across t!e range of intervalNratio data

") /rdinal data can "e ran ordered, "ut intervalNratio data cannot

c) ntervalNratio varia"les contain only t#o categories

d) /rdinal varia"les !ave a 5ed ero point, #!ereas intervalNratio varia"les do not

@uestion $

W!at is t!e diFerence "et#een a "ar c!art and a !istogram+

a) A !istogram does not s!o# t!e entire range of scores in a distri"ution

") Bar c!arts are circular, #!ereas !istograms are s6uare

c) 3!ere are no gaps "et#een t!e "ars on a !istogram

d) Bar c!arts represents num"ers, #!ereas !istograms represent percentages

@uestion *

W!at is an outlier+

a) A type of varia"le t!at cannot "e 6uantied

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") A compulsive liar #!o is proud to "e gay

c) A score t!at is left out of t!e analysis "ecause of missing data

d) An e5treme value at eit!er end of a distri"ution

@uestion -

W!at is t!e function of a contingency ta"le, in t!e conte5t of "ivariate analysis+

a) t s!o#s t!e results you #ould e5pect to nd "y c!ance

") t summarises t!e fre6uencies of t#o varia"les so t!at t!ey can "e compared

c) t lists t!e diFerent levels of p value for tests of signicance

d) t compares t!e results you mig!t get from various statistical tests

@uestion

f t!ere #ere a perfect positive correlation "et#een t#o intervalNratio varia"les, t!e

8earsonRs r test #ould give a correlation coePcient of:

a) 7 ?.*$9

") U1

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c) U?.*$9

d) 7 1

@uestion 2

W!at is t!e name of t!e test t!at is used to assess t!e relations!ip "et#een t#o

ordinal varia"les+

a) &pearmanRs r!o

") 8!i

c) CramerRs L

d) C!i &6uare

@uestion 4

W!en mig!t it "e appropriate to conduct a multivariate analysis test+

a) f t!e relations!ip "et#een t#o varia"les mig!t "e spurious

") f t!ere could "e an intervening varia"le

c) f a t!ird varia"le mig!t "e moderating t!e relations!ip

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d) All of t!e a"ove

@uestion 9

W!at is meant "y a SspuriousS relations!ip "et#een t#o varia"les+

a) /ne t!at is so ridiculously illogical it cannot possi"ly "e true

") An apparent relations!ip t!at is so curious it demands furt!er attention

c) A relations!ip t!at appears to "e true "ecause eac! varia"le is related to a t!ird

one

d) /ne t!at produces a perfect negative correlation on a scatter diagram

@uestion ;

A test of statistical signicance indicates !o# condent t!e researc!er is a"out:

a) 3!e inter7coder relia"ility of t!eir structured intervie# sc!edule

") 8assing t!eir driving test

c) nderstanding t!e diFerence "et#een "ivariate and multivariate analysis

d) eneraliing t!eir ndings from t!e sample to t!e population

@uestion 1?

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&etting t!e p level at ?.?1 increases t!e c!ances of maing a:

a) 3ype error

") 3ype error

c) 3ype error

d) All of t!e a"ove

W!at is t!e advantage of using &8&& over calculating statistics "y !and+

a) 3!is is !o# most 6uantitative data analysis is done in Sreal researc!S no#adays

") t reduces t!e c!ance of maing errors in your calculations

c) t e6uips you #it! a useful transfera"le sill

d) All of t!e a"ove

@uestion $

n &8&&, #!at is t!e SData Lie#erS+

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a) A ta"le summariing t!e fre6uencies of data for one varia"le

") A spreads!eet into #!ic! data can "e entered

c) A dialog "o5 t!at allo#s you to c!oose a statistical test

d) A screen in #!ic! varia"les can "e dened and la"eled

@uestion *

=o# is a varia"le name diFerent from a varia"le la"el+

a) t is s!orter and less detailed

") t is longer and more detailed

c) t is a"stract and unspecic

d) t refers to codes rat!er t!an varia"les

@uestion -

W!at does t!e operation S%ecode nto DiFerent Laria"lesS do to t!e data+

a) %eplaces missing data #it! some random scores

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c) n order to mae full use of t!e facilities t!at &8&& can oFer

d) f you do not !ave a colour printer, it maes t!e diFerences "et#een t!e slicesclearer

@uestion 4

W!en cross7ta"ulating t#o varia"les, it is conventional to:

a) %epresent t!e independent varia"le in ro#s and t!e dependent varia"le in

columns

") Assign "ot! t!e dependent and independent varia"les to columns

c) %epresent t!e dependent varia"le in ro#s and t!e independent varia"le in

columns

d) Assign "ot! t!e dependent and independent varia"les to ro#s

@uestion 9

n #!ic! su"7dialog "o5 can t!e C!i &6uare test "e found+

a) 're6uencies: 8ercentages

") Crossta"s: &tatistics

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c) Bivariate: 8earson

d) ender: 'emale

@uestion ;

3o generate a &pearmanRs r!o test, #!ic! set of instructions s!ould you give &8&&+

a) AnalyeV Crossta"sV Descriptive &tatisticsV &pearmanV /T

") rap!sV 're6uenciesV select varia"lesXV &pearmanV /T

c) AnalyeV Compare MeansV Anova ta"leV 'irst layerV &pearmanV /T

d) AnalyeV CorrelateV BivariateV select varia"lesXV &pearmanV /T

@uestion 1?

=o# #ould you print a "ar c!art t!at you !ave 0ust produced in &8&&+

a) n /utput Lie#er, clic 'ile, 8rint, select t!e "ar c!art and clic /T

") n Laria"le Lie#er, open "ar c!art, clic 'ile, 8rint, /T

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c) n C!art ditor, clic Descriptive &tatistics, 8rint, /T

d) n Data ditor, open rap!s dialog "o5, clic &ave, /T

@uestion 1

W!ic! of t!e follo#ing is a met!od t!at is commonly used in 6ualitative researc!+

a) &elf7completion 6uestionnaires

") &urveys

c) t!nograp!y

d) &tructured o"servation

@uestion $

W!at is meant "y t!e term Sgrounded t!eoryS+

a) 3!eories s!ould "e tested "y rigorous scientic e5periments

") As a social researc!er, it is important to eep your feet on t!e ground

c) 3!eories s!ould "e grounded in political values and "iases

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@uestion

%espondent validation is t!e process "y #!ic!:

a) 3!e validity of an intervie# sc!edule can "e measured

") %esearc!ers as t!eir participants to comment on an account of t!e ndings

c) 3!e pro"lem of lo# response rates to a survey can "e overcome

d) 8articipants colla"orate #it! t!e researc!er to design t!e researc!

@uestion 2

W!y do 6ualitative researc!ers lie to give detailed descriptions of social settings+

a) 3o provide a conte5tual understanding of social "e!aviour

") Because once t!ey !ave left t!e eld, it is diPcult to remem"er #!at !appened

c) &o t!at t!ey can compare t!eir o"servations as a test of relia"ility

d) Because t!ey do not "elieve in going "eyond t!e level of description

@uestion 4

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3!e Ye5i"ility and limited structure of 6ualitative researc! designs is an advantage

"ecause:

a) 3!e researc!er does not impose any predetermined formats on t!e social #orld

") t allo#s for une5pected results to emerge from t!e data

c) 3!e researc!er can adapt t!eir t!eories and met!ods as t!e pro0ect unfolds

d) All of t!e a"ove

@uestion 9

W!ic! of t!e follo#ing is not a criticism of 6ualitative researc!+

a) 3!e studies are diPcult to replicate

") 3!ere is a lac of transparency

c) 3!e approac! is too rigid and inYe5i"le

d) 3!e accounts are too su"0ective and impressionistic

@uestion ;

W!ic! of t!e follo#ing is not a contrast "et#een 6uantitative and 6ualitative

researc!+

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a) Distance vs. pro5imity of researc!er to participants

") eneraliation vs. conte5tual understanding

c) =ard, relia"le data vs. ric!, deep data

d) nterpretivist vs. feminist

@uestion 1?

W!y !as 6ualitative researc! "een seen to !ave an aPnity #it! feminism+

a) t allo#s #omenRs voices to "e !eard, rat!er t!an o"0ectifying and e5ploiting

t!em

") t !as al#ays "een carried out "y female sociologists

c) t allo#s t!e researc!er to control varia"les and suppress #omenRs voices

d) t claims to "e value free and non7political

8ro"a"ility sampling is rarely used in 6ualitative researc! "ecause:

a) @ualitative researc!ers are not trained in statistics

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") t is very old7fas!ioned

c) t is often not feasi"le

d) %esearc! 6uestions are more important t!an sampling

@uestion $

3!e t#o levels of sampling used "y &avage et al. ($??) for t!e Manc!ester study

#ere:

a) %andom and purposive

") Convenience and sno#"all

c) &tatistical and non7statistical

d) Conte5ts and participants

@uestion *

W!ic! of t!e follo#ing is not a type of purposive sampling+

a) 8ro"a"ility sampling

") Deviant case sampling

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c) 3!eoretical sampling

d) &no#"all sampling

@uestion -

W!at is involved in Spurposive samplingS for grounded t!eory+

a) sing a random num"ers ta"le to select a representative sample of people

") &trategically selecting respondents #!o are liely to provide relevant data

c) Deciding on a sampling strategy early on and pursuing it relentlessly

d) &ampling units of time rat!er t!an individual persons

@uestion

W!at is meant "y t!e term St!eoretical saturationS+

a) Deciding on a t!eory and t!en testing it repeatedly

") 3!e point at #!ic! a concept is so #ell developed t!at no furt!er data collection

is necessary

c) 3!e pro"lem of !aving used too many t!eories in oneRs data analysis

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d) A state of frustration caused "y !aving used every possi"le statistical test

#it!out nding any signicant results

@uestion 2

eneric purposive sampling can "e c!aracteried as "eing:

a) 'i5ed and a priori

") 'i5ed and ad7!oc

c) Contingent and post7!oc

d) Contingent and ad innitum

@uestion 4

3!e minimum sample sie for 6ualitative intervie#ing is:

a) *?

") *1

c) 2?

d) tRs !ard to say

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@uestion 9

W!y is an et!nograp!ic study unliely to use a pro"a"ility sample+

a) Because t!e aim of understanding is more important t!an t!at of generaliation

") Because t!e researc!er cannot control #!o is #illing to tal to t!em

c) Because it is diPcult to identify a sampling frame

d) All of t!e a"ove

@uestion ;

Apart from people, #!at else can purposive sampling "e used for+

a) Documents

") 3iming of events

c) Conte5t

d) All of t!e a"ove

@uestion 1?

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W!at can "e generalied from a purposive sample+

a) 3!at t!e ndings are true for "roadly similar cases

") 3!at t!e ndings are true for t!e entire population

c) 3!at t!e opposite is true for people #!o are t!e opposite of t!ose in t!e sample

d) 3!at purposive sampling is "etter t!an pro"a"ility sampling

@uestion 1

W!ic! of t!e follo#ing is a component of et!nograp!ic researc!+

a) Being immersed in a social group or setting

") 8articipant o"servation, intervie#s, andNor documentary analysis

c) A #ritten account of an et!nograp!ic study

d) All of t!e a"ove

@uestion $

W!at is one of t!e main disadvantages of using t!e covert role in et!nograp!y+

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a) t can "e !ard to gain access to t!e social group

") t is diPcult to tae notes #it!out arousing suspicion

c) 3!e pro"lem of reactivity: people may c!ange t!eir "e!aviour if t!ey no# t!ey

are "eing o"served

d) t is usually too time consuming and e5pensive to "e a realistic option

@uestion *

W!ic! of t!e follo#ing #ill not !elp you to negotiate access to a closedNnon7pu"lic

setting+

a) aining t!e support of a SsponsorS #it!in t!e organiation

") /"taining clearance from a SgateeeperS or senior mem"er of t!e group

c) oining in #it! t!e groupRs activities #it!out introducing yourself

d) /Fering somet!ing in return, e.g. a report of t!e ndings

@uestion -

W!at is a ey informant+

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a) Doing et!nograp!y as a participant o"server

") Accepting a 0o" in an organiation previously studied "y t!e et!nograp!er

c) 3rying to learn to spea a foreign language as #ell as a native speaer

d) /ver identifying #it! t!e group and losing researc! perspective

@uestion 4

s it oay to "rea t!e la# in order to maintain a ScoverS+

a) Qes, provided it is not very serious

") o, never under any circumstances

c) Qes, "ecause ot!er#ise data on criminal activity #ould never come to lig!t

d) Qes, provided it doesnRt cause p!ysical !arm to someone

@uestion 9

W!at is t!e diFerence "et#een Sscratc! notesS and Sfull eld notesS+

a) &cratc! notes are 0ust ey #ords and p!rases, rat!er t!an lengt!y descriptions

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") 'ull eld notes are 6uicer and easier to #rite t!an scratc! notes

c) &cratc! notes are #ritten at t!e end of t!e day rat!er t!an during ey events

d) 'ull eld notes do not involve t!e researc!er scratc!ing t!eir !ead #!ile t!ining

@uestion ;

W!y does &tacey argue against t!e idea of a feminist et!nograp!y+

a) Because it creates a non7e5ploitative relations!ip "et#een t!e researc!er and

t!e researc!ed

") Because s!e fundamentally disagrees #it! all feminist principles

c) Because s!e t!ins t!at t!e eld#or relations!ip is in!erently une6ual

d) Because s!e does not t!in t!at et!nograp!y is a useful researc! met!od

@uestion 1?

W!at are t!e t#o main types of data t!at can "e used in visual et!nograp!y+

a) 8ositivist and interpretivist

") @ualitative and 6uantitative

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c) ominal and ordinal

d) 5tant and researc!7driven

@uestion 1

W!ic! of t!e follo#ing maes 6ualitative intervie#ing distinct from structured

intervie#ing+

a) 3!e procedure is less standardied

") S%am"lingS oF t!e topic is not a pro"lem

c) 3!e researc!er sees ric!, detailed ans#ers

d) All of t!e a"ove

@uestion $

W!ic! of t!e follo#ing is not a type of 6ualitative intervie#+

a) nstructured intervie#

") /ral !istory intervie#

c) &tructured intervie#

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d) 'ocus group intervie#

@uestion *

W!y is it !elpful to prepare an intervie# guide "efore conducting semi7structured

intervie#s+

a) &o t!at t!e data from diFerent intervie#ees #ill "e compara"le and relevant to

your researc! 6uestions

") &o t!at you can calculate t!e statistical signicance of t!e results

c) n order to allo# participants complete control over t!e topics t!ey discuss

d) 3o mae t!e sample more representative

@uestion -

W!ic! of t!e follo#ing is not one of TvaleRs ten criteria of t!e good intervie#er+

a) 8assive

") Tno#ledgea"le

c) &ensitive

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d) nterpreting

@uestion

W!at is a Spro"ing 6uestionS+

a) /ne t!at in6uires a"out a sensitive or deeply personal issue

") /ne t!at encourages t!e intervie#ee to say more a"out a topic

c) /ne t!at ass indirectly a"out peopleRs opinions

d) /ne t!at moves t!e conversation on to anot!er topic

@uestion 2

W!at can you do to reduce t!e time consuming nature of transcri"ing intervie#s+

a) se a transcri"ing mac!ine

") mploy someone to transcri"e for you

c) 3ranscri"e only selected parts of t!e intervie#s

d) All of t!e a"ove

@uestion 4

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W!ic! of t!e follo#ing is not a type of life story+

a) aturalistic life stories

") %esearc!ed life stories

c) 3rue life stories

d) %eYe5ive and recursive life stories

@uestion 9

=o# does /aley suggest t!at 6ualitative intervie#ing s!ould "e used as an

e5plicitly feminist researc! met!od+

a) By creating a more e6ual relations!ip "et#een intervie#er and intervie#ee

") By invading t!e privacy of #omen and treating t!em as o"0ects

c) By imposing academic interpretations upon #omenRs accounts of t!e #orld

d) one of t!e a"ove

@uestion ;

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W!ic! of t!e follo#ing is an advantage of 6ualitative intervie#ing relative to

participant o"servation+

a) t allo#s you to nd out a"out issues t!at are resistant to o"servation

") t is more "iased and value7laden

c) t is more liely to create reactive eFects

d) one of t!e a"ove

@uestion 1?

W!ic! of t!e follo#ing is a disadvantage of 6ualitative intervie#ing relative to

participant o"servation+

a) t !as a more specic focus

") t is more et!ically du"ious, in terms of o"taining informed consent

c) t may not provide access to deviant or !idden activities

d) t does not allo# participants to reconstruct t!eir life events

@uestion 1

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W!at is t!e main diFerence "et#een a focus group and a group intervie#+

a) roup intervie#s involve fe#er participants

") 'ocus groups are used to study t!e #ay people discuss a specic topic

c) 3!ere is no moderator present in a focus group

d) 'ocus groups save more time and money

@uestion $

=o# !ave focus groups "een used in media and cultural studies+

a) 3o plan c!ampagne receptions

") 3o investigate "irt! and conception

c) 3o e5plore audience reception

d) 3o measure 3L reception

@uestion *

W!y is it particularly diPcult to get an accurate record and transcript of a focus

group session+

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a) Because t!e researc!er often forgets to tae notes

") Because focus groups are transcri"ed several years after t!ey are conducted

c) Because you cannot use a tape recorder in a focus group

d) Because t!ere are so many diFerent voices to follo#

@uestion -

W!en mig!t it "e useful to conduct a relatively large num"er of focus groups+

a) W!en participantsR vie#s are liely to "e aFected "y socio7demograp!ic factors

") W!en you #ant to capture as muc! diversity in perspectives as possi"le

c) W!en t!ere are lots of #illing volunteers #!o meet t!e relevant criteria

d) All of t!e a"ove

@uestion

W!at is t!e role of t!e moderator in a focus group+

a) 3o stimulate discussion and eep t!e conversation on trac

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c) =o# t!e focus group #ill proceed

d) All of t!e a"ove

@uestion 9

W!at are t!e t#o main forms of group interaction t!at Titinger identies in focus

group sessions+

a) Altruistic and aggressive

") Complementary and argumentative

c) Conventional and alternative

d) 8assive and assertive

@uestion ;

W!y !ave feminists argued t!at focus groups successfully avoid Sdeconte5tualiingS

t!eir participants+

a) Because t!ey study t!e individual as part of a social conte5t

") Because t!ey tend to "e carried out "y female researc!ers

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c) Because moderating a focus group demands great tec!nical no#ledge

d) Because t!e data tends to "e analysed using post7structuralist t!eories

@uestion 1?

W!ic! of t!e follo#ing is not a limitation of t!e focus group met!od+

a) 3!e researc!er !as little control over !o# t!e discussion proceeds

") t reveals t!e #ay social meanings are 0ointly constructed

c) t produces a large volume of data t!at can "e diPcult to analyse

d) 8eople in groups tend to agree and e5press socially desira"le vie#s

@uestion 1

Conversation Analysis (CA) and Discourse Analysis (DA) diFer from ot!er 6ualitative

researc! met!ods in t!at t!ey treat language as:

a) A met!od rat!er t!an a t!eory

") A resource rat!er t!an a topic

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c) A t!eory rat!er t!an a met!od

d) A topic rat!er t!an a resource

@uestion $

n CA, t!e term Sinde5icalityS means t!at:

a) 3!e meaning of an utterance depends on t!e conte5t in #!ic! it is used

") &peec! acts can "e listed and inde5ed after transcription

c) Words are constitutive of t!e social #orld in #!ic! t!ey are located

d) 8eople tend to #ave t!eir inde5 nger in t!e air #!ile speaing

@uestion *

W!ic! of t!e follo#ing is not one of t!e "asic assumptions of CA+

a) 3al is structured

") 3al is forged conte5tually

c) 3al can "e measured and predicted

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d) Analysis is grounded in data

@uestion -

n a CA transcript, #!at does t!e sym"ol S(.)S+

a) ntae of "reat!

") 8rolonged sound

c) mp!asis on t!e ne5t #ord

d) &lig!t pause

@uestion

W!at is meant "y t!e term Sad0acency pairS in CA+

a) An intervie#er and intervie#ee sitting ne5t to eac! ot!er

") 3#o lined p!ases of conversation

c) 3#o similar 6uestions ased in rapid succession

d) A mec!anism used to repair an em"arrassing mistae

@uestion 2

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a) &pecic people #!o are involved as ey informants in an et!nograp!y

") A participant o"servation sc!edule t!at is used in 6ualitative researc!

c) 'actors outside t!e immediate conte5t of an interaction

d) 3!e S!ere7and7no#S conte5t of situated tal

@uestion ;

8otter Wet!erell use t!e term Sinterpretative repertoiresS to refer to:

a) 3!e process of maing non7factual data appear to "e factual

") 3!e general resources people use to perform discursive acts

c) 3!e frames of reference audiences use to !ear messages

d) 3!e stoc of academic no#ledge people dra# upon in sociology

@uestion 1?

3!e anti7realist inclination of many DA researc!ers is controversial "ecause it leads

t!em to assert t!at:

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a) 3!ere is no pre7e5isting material reality t!at constrains individual action

") &ocial structures determine t!e #ay individuals use language

c) 3!e tec!ni6ue is incompati"le #it! feminist principles

d) @uantitative researc! is in!erently superior to 6ualitative researc!

@uestion 1

W!at are &cottRs four criteria for assessing t!e 6uality of documents+

a) Credi"ility, relia"ility, accuracy, meaning

") Compre!ensiveness, accuracy, value, rigour

c) Aut!enticity, credi"ility, representativeness, meaning

d) /"0ectivity, su"0ectivity, aut!enticity, value

@uestion $

W!y does Bryman raise 6uestions a"out "iograp!ies of Walt Disney+

a) Because access to materials in t!e oPcial Disney arc!ives is tig!tly controlled

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") Because t!ey !ave "een Sg!ost #rittenS "y ot!er aut!ors

c) Because t!ey are not representative of all great gures in cartoon !istory

d) Because !e never en0oyed #atc!ing Gady and t!e 3ramp as a c!ild

@uestion *

W!y mig!t a collection of personal letters from t!e nineteent! century "e lo# in

representativeness+

a) Because it #ould "e diPcult to read old7fas!ioned styles of !and#riting

") Because it can "e !ard for a modern day researc!er to understand suc! materials

c) Because t!ey mig!t !ave "een forged "y an unscrupulous dealer

d) Because at t!at time literacy #as mainly limited to middle class males

@uestion -

W!y mig!t social researc!ers "e interested in analysing p!otograp!s as a form of

visual data+

a) 3o nd out more a"out fas!ion, artifacts and everyday life in a particular social

setting

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d) Because t!ere is a lot of funding availa"le for focus group studies

@uestion ;

=o# does 6ualitative content analysis diFer from 6uantitative content analysis+

a) t is al#ays preceded "y et!nograp!ic researc!

") t involves counting t!e num"er of times certain #ords appear in a te5t

c) t is less rigid, as researc!ers are constantly revising t!eir concepts

d) t is less liely to "e used "y feminist researc!ers

@uestion 1?

W!at is semiotics+

a) 3!e study of semi7detac!ed !ouses

") A !alf7"aed attempt at social researc!

c) 3!e met!od of semi7structured intervie#ing

d) 3!e science of signs

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@uestion 1

n analytic induction, #!at !appens if t!e researc!er nds a deviant case+

a) 3!ey ignore it and carry on

") 3!ey must eit!er redene or reformulate t!e !ypot!esis

c) 3!ey conduct a parametric statistical test

d) 3!ey give up and decide to "e 6uantitative researc!ers instead

@uestion $

W!ic! of t!e follo#ing is not a tool of grounded t!eory+

a) 3!eoretical sampling

") Coding

c) 5ternal validity

d) Constant comparison

@uestion *

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W!at do &trauss Cor"in mean "y Sopen codingS+

a) Breaing data do#n and e5amining it to identify t!emes and concepts

") Coding #it!out t!e intention of "uilding a t!eory

c) Dra#ing open "racets alongside ey #ords and p!rases

d) 3elling every"ody a"out t!e #ay you !ave coded t!e data

@uestion -

W!at is a Ssu"stantive t!eoryS in &trauss Cor"inRs vie#+

a) /ne t!at operates at t!e !ig!est level of a"straction

") /ne t!at is !ig!ly controversial and provoes a critical response

c) /ne t!at relates to an empirical instance or su"stantive topic area

d) /ne t!at is amena"le to statistical analysis

@uestion

W!at are memos+

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a) Because t!is is incompati"le #it! t!e principles of feminist researc!

") Because it results in a loss of conte5t and narrative Yo#

c) Because t!ey t!in it s!ould fragment 6uantitative data instead

d) Because t!ey invented t!e life !istory intervie# and #ant to promote it

@uestion 9

W!at do advocates of narrative analysis prefer to study+

a) 3!e e5tent to #!ic! analytic induction can "e value7free

") 3!e iterative process of grounded

c) 3!e et!ical implications of conducting a secondary analysis of 6ualitative data

d) 3!e #ays in #!ic! people use stories to mae sense of events in t!eir lives

@uestion ;

W!ic! of t!e follo#ing is not one of t!e four models of narrative analysis identied

"y %iessman+

a) 3!ematic analysis

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") 8erformative analysis

c) Content analysis

d) nteractional analysis

@uestion 1?

W!at is one of t!e main et!ical pro"lems associated #it! conducting a secondary

analysis of 6ualitative data+

a) 3!e participants may not !ave given informed consent to t!e reuse of t!eir data

") t involves deceiving respondents a"out t!e nature of t!e researc!

c) 3!e secondary analyst must adopt a covert role and is at ris of Sgoing nativeS

d) %espondents are liely to e5perience p!ysical !arm as a result of t!e process

W!at does t!e acronym SCA@DA&S stand for+

a) Computer7Assisted @ualitative Data Analysis &oft#are

") Complicated Analytical @uestions Deserving Ans#ers &oon

c) Constant Aggravation @ueried Directly And iftly

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d) Content Analysis @uantication: Dur!eim And &tatistics

@uestion $

=o# is CA@DA& diFerent from 6uantitative data analysis soft#are+

a) t only #ors on Apple Mac computers

") t re6uires detailed no#ledge of statistics

c) 3!ere is no industry leader

d) 3!e programs do t!e analysis for you

@uestion *

W!ic! of t!e follo#ing is not a criticism of t!e use of CA@DA& in social researc!+

a) t reinforces t!e idea t!at code7and7retrieve is t!e only #ay to conduct 6ualitative

analysis

") t results in t!e fragmentation of data and a loss of narrative Yo#

c) t may not "e suita"le for focus group data

d) t is not very fast or ePcient at retrieving sections of data

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@uestion -

W!ic! of t!e follo#ing is not an advantage of using CA@DA& in social researc!+

a) t maes t!e process of 6ualitative data analysis more transparent

") t is faster and ePcient t!an analying "y !and

c) t involves learning sills t!at are specic to eac! program

d) t !elps you to map out t!e relations "et#een ideas and t!emes in t!e data

@uestion

W!ic! le format is "est for importing your pro0ect documents into Livo+

a) /nly .nvi

") Any format, including .e5e

c) /nly .!tml or .!tm

d) .doc or .doc5

@uestion 2

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n #!ic! #indo# can you read t!roug!, edit and code your documents+

a) Document Lie#er

") ode 5plorer

c) 8ro0ect 8ad

d) Welcome &creen

@uestion 4

W!at are t!e t#o types of node used in Livo+

a) Creative and non7creative

") Bloced nodes and running nodes

c) 'ormatted and unformatted

d) =ierarc!ical and non7!ierarc!ical

@uestion 9

Qou code your data in Livo "y:

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a) Applying nodes to segments of te5t

") sing a pre7set coding frame

c) ntering t!e data case "y case as Svaria"lesS

d) C!anging t!e spelling of certain #ords to disguise t!eir real meaning

@uestion ;

W!ic! of t!e follo#ing is a ind of searc! t!at can "e carried out in Livo+

a) &ingle node searc!

") ntersection searc!

c) &pecic te5t searc!

d) All of t!e a"ove

@uestion 1?

W!ic! is t!e correct se6uence for creating a memo in Livo+

a) &ources, Memos, Create, Memo

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") odes, e# type, Memo to self

c) &ources, Documents, Bro#se, mport Memo

d) t is not possi"le to create memos in Livo

@uestion 1

3!e natural sciences !ave often "een c!aracteried as "eing positivist inepistemological orientation. W!ic! of t!e follo#ing !as "een proposed as an

alternative account+

a) Mar5ism

") &u"0ectivism

c) nterpretivism

d) %ealism

@uestion $

=o# is it argued t!at 6ualitative researc! can !ave Sempiricist overtonesS+

a) &emi7structured intervie# sc!edules are used to 6uantify "e!aviour

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") 3!ere is an emp!asis on direct o"servation of people and social settings

c) @ualitative researc!ers prefer to conduct statistical analyses of t!eir data

d) t typically involves testing a clearly dened !ypot!esis

@uestion *

W!y mig!t #e say t!at 6uantitative researc!ers also try to study social meanings+

a) Because t!e met!od t!ey use most is t!e in7dept! intervie#

") Because t!eir #ritten reports usually refer to an interpretivist epistemology

c) Because surveys and 6uestionnaires are used to e5amine attitudes and opinions

d) Because t!ey o"serve !uman "e!aviour in a la"oratory

@uestion -

W!y does Bryman argue t!at researc! met!ods can "e seen as relatively Sfree7

YoatingS or autonomous+

a) Because researc!ers often c!ange t!eir minds a"out #!ic! met!od to use

") Because most 6ualitative researc!ers are =ippies #!o "elieve in free love

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c) Because t!ere is no longer any meaningful distinction "et#een 6uantitative and

6ualitative researc!

d) Because t!ere is no inevita"le connection "et#een a researc!erRs c!oice of

met!od and t!eir epistemologicalN ontological "eliefs

@uestion

W!ic! of t!e follo#ing is not one of t!e contrasts t!at !as "een made to distinguis!

"et#een 6uantitative and 6ualitative researc!+

a) Be!aviour versus meaning

") um"ers versus #ords

c) 3raditional versus modern

d) Articial versus natural

@uestion 2

W!at does t!e term S6uasi76uanticationS refer to+

a) 3!e use of #ords lie SmanyS, SsomeS or SoftenS in 6ualitative researc!

") A poor attempt at statistical analysis

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c) 3!e use of a survey instrument t!at !as not "een tested for inter7coder relia"ility

d) 3!e #ay scientists tal a"out t!eir data in numerical terms to en!ance t!ecredi"ility of t!eir ndings

@uestion 4

W!y is it argued t!at 6ualitative researc! may not really "e SnaturalisticS+

a) Because participant o"servation !as to "e overt and so causes reactivity eFects

") Because met!ods suc! as intervie#s and focus groups constitute articial social

settings

c) Because 6uantitative met!ods suc! as structured o"servation tend to tae place

in more naturalistic environments

d) Because it is concerned #it! t!e social #orld rat!er t!an t!e natural #orld

@uestion 9

W!at is Set!nostatisticsS+

a) 3!e study of t!e #ay statistics are constructed, interpreted and represented

") 3!e study of t!e #ay et!nic minorities are represented in oPcial statistics

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c) A ne# computer program designed to !elp lay people understand statistics

d) An interpretivist approac! made famous "y t!e #or of arnel (1;24)

@uestion ;

n #!at #ay does t!e t!ematic analysis of intervie# data suggest 6uantication+

a) t demands t!e use of computer programs lie &8&&

") t is "ased on num"ers rat!er t!an te5t

c) t involves esta"lis!ing t!e fre6uency of particular #ords, p!rases or t!emes

d) t is usually follo#ed "y a stage of rigorous statistical testing

@uestion 1?

=o# does 6uantication !elp t!e 6ualitative researc!er avoid "eing accused of

anecdotalism+

a) By allo#ing t!em to focus on e5treme e5amples in t!e data and ignore t!e rest

") By providing a structure to an ot!er#ise unstructured dataset

c) By maing it more liely t!at oPcial statistics #ill "e included in t!eir report

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d) By providing some idea of t!e prevalence of an usual or striing response

@uestion 1

W!at is t!e name of one of t!e arguments t!at suggests t!at researc! met!ods are

ine5trica"ly lined to epistemological commitments+

a) 3riangulation argument

") 8ostmodern argument

c) m"edded met!ods argument

d) 8ositivist argument

@uestion $

W!ic! version of t!e de"ate a"out multi7strategy researc! suggests t!at

6uantitative and 6ualitative researc! are compati"le+

a) 3ec!nical version

") Met!odological version

c) pistemological version

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d) 'eminist version

@uestion *

W!at is triangulation+

a) sing t!ree 6uantitative or t!ree 6ualitative met!ods in a pro0ect

") Cross7c!ecing t!e results found "y diFerent researc! strategies

c) Allo#ing t!eoretical concepts to emerge from t!e data

d) Dra#ing a triangular diagram to represent t!e relations "et#een t!ree concepts

@uestion -

=o# mig!t 6ualitative researc! facilitate 6uantitative researc!+

a) By providing !ypot!eses t!at can later "e tested

") By !elping #it! t!e design of survey 6uestions

c) By informing t!e sc!edule of a structured intervie#

d) All of t!e a"ove

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@uestion

=o# mig!t 6uantitative researc! facilitate 6ualitative researc!+

a) By identifying specic groups of people to "e intervie#ed

") By s!o#ing t!e fre6uency of diFerent responses to a survey item

c) By imposing a rigorous positivist frame#or on it

d) By com"ining la"oratory e5periments #it! structured o"servation

@uestion 2

W!ereas 6uantitative researc! tends to "ring out a static picture of social life,

6ualitative researc! depicts it as...

a) &ymmetrical

") &tatistical

c) 8rocessual

d) 8rover"ial

@uestion 4

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=o# mig!t 6ualitative researc! !elp #it! t!e analysis of 6uantitative data+

a) By identifying a sample of respondents for a follo#7up study

") By providing !ard, statistical data a"out t!em

c) By maing t!e researc! more value7laden and su"0ective

d) By !elping to e5plain t!e relations!ip "et#een t#o varia"les

@uestion 9

=o# can multi7strategy researc! !elp us to study diFerent aspects of a

p!enomenon+

a) By reducing t!e standard deviation of scores around t!e mean

") By allo#ing t!e researc!er to intervie# rst #omen, and t!en men

c) By revealing "ot! t!e macro and t!e micro level

d) By maing it unnecessary to !ave more t!an one stage in t!e researc! process

@uestion ;

W!en mig!t unplanned multi7stage researc! "e descri"ed as a Ssalvage operationS+

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a) W!en t!e researc!er a"andons t!eir original strategy and starts all over again

") W!en t!e second researc! strategy is used to e5plain une5pected or pulingresults

c) W!en t!ere is a paradigm s!ift from 6uantitative to 6ualitative researc!

d) W!en it is et!ically unsound to use only one researc! strategy

@uestion 1?

W!ic! of t!e follo#ing is not a feature of multi7strategy researc!+

a) t is in!erently superior to mono7strategy researc!

") t must "e competently designed and conducted

c) t must "e appropriate to t!e researc! 6uestions

d) 3!e sills of all researc!ers must "e #ell integrated

@uestion 1

W!ic! of t!e follo#ing is not a pro"lem associated #it! using #e" sites as sources

of data+

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") A tec!ni6ue used to facilitate online focus groups

c) A study t!at uses participant o"servation "ut not intervie#ing

d) An et!nograp!ic study of an online community or social setting

@uestion -

W!ic! of t!e follo#ing is a practical pro"lem associated #it! async!ronous focus

groups+

a) t is diPcult to send out a #elcome message to participants t!is #ay

") Moderators cannot "e availa"le online $- !ours a day

c) ot all participants #ill !ave access to t!e re6uired conferencing soft#are

d) 8articipants do not !ave enoug! time to #rite detailed responses

@uestion

An advantage of conducting an intervie# online rat!er t!an face7to7face is t!at:

a) it saves time and money as no travelling is involved

") informants !ave more time to give detailed, considered responses

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c) t!ere is no need to transcri"e t!e data

d) all of t!e a"ove

@uestion 2

W!ic! of t!e follo#ing is not a disadvantage of conducting focus groups online+

a) 3!ose #!o are fastest at typing may dominate t!e discussions

") t is more diPcult to esta"lis! rapport #it!out non7ver"al cues

c) ormally s!y participants may nd it easier to SspeaS in t!is setting

d) t is easier for people to ignore 6uestions or drop out of t!e study

@uestion 4

3!e t#o #ays of distri"uting on7line surveys are:

a) @uantitatively and 6ualitatively

") Wit! an intervie# sc!edule or an o"servation sc!edule

c) By email and via t!e World Wide We"

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d) 'ace7to7face or "y post

@uestion 9

W!at is t!e main advantage of an attac!ed email 6uestionnaire over an em"edded

one+

a) t retains more of t!e original formatting and so tends to loo more attractive

") t re6uires less e5pertise for t!e respondent to open and reply to it

c) %ecipients #ill "e reassured t!at t!e message does not contain a virus

d) t is easier to code t!e ans#ers from t!is type of 6uestionnaire

@uestion ;

W!y is it argued t!at samples recruited online are not representative of t!e general

population+

a) Because online researc!ers only use random pro"a"ility sampling met!ods

") Because nternet users are most liely to "e #!ite, young and middle class

c) Because #omen are less liely t!an men to volunteer for online social researc!

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d) one of t!e a"ove

@uestion 1?

W!at is t!e advantage of using nternet surveys to supplement traditional postal6uestionnaires+

a) 8ostal 6uestionnaires generally produce a !ig!er response rate

") t maes all of t!e data more directly compara"le

c) /nline social surveys generally produce a !ig!er response rate

d) t allo#s people to respond in t!e #ay t!at is most convenient for t!em

@uestion 1

W!at is r!etoric+

a) 3!e type of rapport t!at is usually esta"lis!ed in in7dept! intervie#s

") An ancient form of poetry

c) A tec!ni6ue used to assess t!e e5ternal relia"ility of a data source

d) 3!e attempt to persuade or convince an audience, often t!roug! #riting

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W!y does Bryman praise t!e t!eory section in t!e Telley and De raaf (1;;4)

article+

a) Because !e made a personal contri"ution to t!at section

") Because t!e researc! 6uestions are spelled out very specically

c) Because it covers all t!eories no#n at t!at time

d) Because t!e language is very poetic

@uestion

W!ic! 6ualitative researc! met!od #as used "y ones et al ($?1?)+

a) &tructured intervie#ing

") 'ocus groups

c) &emi7structured intervie#ing

d) CA@DA&

@uestion 2

W!ic! of t!e follo#ing is not normally included in a #ritten account of 6ualitative

researc!+

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a) An introduction, locating t!e researc! in its t!eoretical conte5t

") An e5planation of t!e design of t!e study

c) A discussion of t!e main ndings in relation to t!e researc! 6uestions

d) A decision to accept or re0ect t!e !ypot!esis

@uestion 4

W!ic! se6uence do Cres#ell and 8lano Clar ($?11) recommend for an article

#riting up mi5ed7met!ods researc!+

a) ntroductionV Met!odsV %esultsV Discussion.

") ntroductionV Giterature %evie#V DataV Conclusions.

c) ntroductionV BacgroundV Met!odsV 'indingsV DiscussionV Conclusion.

d) ntroductionV 3!eoryV DataV MeasurementV Met!ods and modelsV %esultsV

Conclusion.

@uestion 9

3!e mi5ed met!ods used "y 8oortinga et al ($??-) #ere:

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a) &tructured and unstructured intervie#s

") A 6uestionnaire survey and focus groups

c) 3raditional et!nograp!y and structured o"servation

d) CA3 and CA8

@uestion ;

n mi5ed7met!ods researc!, 6uantitative and 6ualitative ndings s!ould "e:

a) ntegrated

") Contained in separate sections

c) Gisted in order of importance

d) &!o#n fully in appendices

@uestion 1?

Before su"mitting your dissertation, you s!ould ensure t!at:

a) Qour #riting is free of se5ist, racist and disa"list language

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") /t!er people !ave read your nal draft

c) Qou !ave proofread it t!oroug!ly

d) All of t!e a"ove

@uestion 1

An operational denition is:

a) /ne t!at "ears no relation to t!e underlying concept

") An a"stract, t!eoretical denition of a concept

c) A denition of a concept in terms of specic, empirical measures

d) /ne t!at refers to opera singers and t!eir #or

@uestion $

3!e importance of measurement in 6uantitative researc! is t!at:

a) t allo#s us to delineate ne diFerences "et#een people or cases

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") t provides a consistent device or yardstic

c) t allo#s for precise estimates of t!e degree of relations!ip "et#een concepts

d) All of t!e a"ove

@uestion *

3!e diFerence "et#een measures and indicators is t!at:

a) Measures are unam"iguous 6uantities, #!ereas indicators are devised from

common sense understandings

") ndicators !ave a more direct relations!ip to t!e underlying concept t!an

measures

c) Measures are intuitively devised and t!en applied as if t!ey #ere direct indicatorsof a concept

d) ndicators are unam"iguous 6uantities, #!ereas measures are su"0ective and

value7laden

@uestion -

3!e split7!alf met!od is used as a test of:

a) &ta"ility

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") nternal relia"ility

c) nter7o"server consistency

d) 5ternal validity

@uestion

W!ic! of t!e follo#ing is not a form of measurement validity+

a) Concurrent validity

") 'ace validity

c) Conductive validity

d) Convergent validity

@uestion 2

@uantitative social researc!ers rarely claim to !ave esta"lis!ed causality "ecause:

a) 3!ey are more concerned #it! pu"lis!ing t!e results of t!eir relia"ility tests

") 3!ey do not "elieve t!at t!is is an appropriate goal to "e striving for

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c) 3!ey eep forgetting #!ic! of t!e varia"les t!ey !ave manipulated

d) 3!ey tend to use cross7sectional designs, #!ic! produce only correlations

@uestion 4

/ne of t!e preoccupations of 6uantitative researc!ers is #it! generaliation, #!ic!

is a sign of:

a) 5ternal validity

") nternal relia"ility

c) 5ternal relia"ility

d) nternal validity

@uestion 9

@uantitative researc! !as "een criticised "ecause:

a) 3!e measurement process suggests a spurious and articial sense of accuracy

") 3!e reliance on instruments and procedures maes it !ig! in ecological validity

c) t underestimates t!e similarities "et#een o"0ects in t!e natural and social #orlds

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d) All of t!e a"ove

@uestion ;

3!e term Rreverse operationismR means t!at:

a) 3!e t!eories #e devise #ill often !inder our attempts to measure concepts

") 3!e measurements #e devise can sometimes !elp to develop a t!eory

c) 3ec!ni6ues suc! as factor analysis !ave no place in social researc!

d) Driving instructors al#ays mae you practice t!e most diPcult manoeuvre

@uestion 1?

Written accounts of 6uantitative researc! rarely include t!e results of relia"ility and

validity tests "ecause:

a) %esearc!ers are more interested in reporting t!eir operational denitions

") %esearc!ers donRt really t!in t!at t!ese tests are important

c) ournal editors !ave "anned t!ese inds of articles

d) %esearc!ers are more interested in reporting t!eir su"stantive ndings

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@uestion 1

3!ere is a tendency for de"ates a"out et!ics in social researc! to focus on t!e most

e5treme cases of et!ical transgression. W!y mig!t t!is create a misleading

impression+

a) Because t!ese studies did not actually tae place

") Because it maes social researc!ers loo lie nasty, unscrupulous people

c) Because t!is implies t!at et!ical concerns do not pervade all social researc!

d) Because most social researc! is in fact et!ically sound and infalli"le

@uestion $

W!ic! of t!e follo#ing ideas is not associated #it! t!e stance of situation et!ics+

a) Anyt!ing goes

") 8rincipled relativism

c) 3!e end 0usties t!e means

d) o c!oice

@uestion *

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W!y is it argued t!at et!ical transgression is pervasive in social researc!+

a) Because most researc!ers do not "ot!er to follo# a professional code of et!ics

") Because researc!ers rarely provide t!eir participants #it! all t!e information t!ey

mig!t #ant to no# a"out a pro0ect

c) Because it !elps us to 0ustify t!e more e5treme forms of unet!ical conduct t!at

#e prefer to pursue

d) Because sociologists #ant to present t!emselves as inconsiderate and careless

@uestion -

W!ic! of t!e follo#ing is a form of !arm t!at mig!t "e suFered "y researc!

participants+

a) 8!ysical in0ury

") &tress and an5iety

c) mpaired development

d) All of t!e a"ove

@uestion

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W!y is it important t!at personal data a"out researc! participants are ept #it!in

secure, condential records+

a) &o t!at t!e participants cannot nd out #!at !as "een #ritten a"out t!em

") n case individuals, places or organiations can "e !armed t!roug! identication

or disclosure of personal information

c) &o t!at government oPcials, teac!ers and ot!er people in aut!ority can !aveeasy access to t!e data

d) 3o ena"le t!e researc!er to trac do#n individuals and nd out more a"out t!eir

lives

@uestion 2

W!ic! met!od is most commonly associated #it! a lac of informed consent+

a) n7dept! intervie#ing

") @ualitative content analysis

c) Covert o"servation

d) &tructured intervie#ing

@uestion 4

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W!y is it Seasier said t!an doneS to ensure t!at t!e principle of informed consent is

ad!ered to+

a) t is not practica"le to present every participant #it! all t!e information a"out t!e

study

") &ometimes it is desira"le to #it!!old certain pieces of information, suc! as t!e

lengt! of time an intervie# #ill tae

c) f t!e participants ne# e5actly #!at t!e researc!er #as intending to study, t!ey

mig!t c!ange t!eir "e!aviour

d) All of t!e a"ove

@uestion 9

Apart from t!e fact t!at it is Snot a nice t!ing to doS (p1-*), #!at is an importantet!ical disadvantage of deceiving participants+

a) t can damage t!e professional reputation of t!e researc!er and t!eir discipline

") t maes it more diPcult to gain access to deviant or !idden populations

c) t means t!at records of personal data a"out t!e participants cannot "e made

anonymous

d) one of t!e a"ove

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W!y do you need to revie# t!e e5isting literature+

a) 3o mae sure you !ave a long list of references

") Because #it!out it, you could never reac! t!e re6uired #ord7count

c) 3o nd out #!at is already no#n a"out your area of interest

d) 3o !elp in your general studying

@uestion $

3o read critically means:

a) 3aing an opposing point of vie# to t!e ideas and opinions e5pressed

") &imming t!roug! t!e material "ecause most of it is 0ust padding

c) valuating #!at you read in terms of your o#n researc! 6ue