Methods Yu Part 1

Variables that describe attributes or categories and do not have a numerical value.

Categorical variables with no inherent order or ranking (e.g., eye color, gender, car brand).

Categorical variables that have a meaningful order, but the differences between values are not uniform (e.g., education level, customer satisfaction).

Variables that represent numerical values.

Quantitative variables that take specific, countable values, often whole numbers (e.g., number of children or cars).

Quantitative variables that can take any value within a given range and are often measured (e.g., height, weight, temperature).

The variable that is manipulated or categorized to observe its effect on another variable.

The outcome variable that is measured based on changes in the independent variable.

The extent to which a research instrument or procedure accurately measures the concept it is intended to measure.

The degree to which a research instrument produces consistent and stable results under similar conditions.

The extent to which an instrument adequately covers all aspects of the concept being measured.

How is content validity established?

How well an instrument measures a theoretical concept or construct.

A subtype of construct validity where measures of related concepts should correlate.

A subtype of construct validity where measures of different constructs should not correlate.

The extent to which an instrument correlates with an external standard or criterion.

A type of criterion-related validity measured at the same time (e.g., comparing a new scale to an approved one simultaneously).

A type of criterion-related validity that predicts future outcomes (e.g., entrance exams predicting academic performance).

The extent to which changes in the dependent variable are caused by the independent variable and not by other factors.

What are common threats to internal validity?

When external events (e.g., extra tutoring outside a study) cause improvements.

When participants naturally improve over time regardless of the treatment.

When taking a pretest influences the scores on a post-test.

When groups differ before the treatment is applied.

The degree to which research findings can be generalized to other populations, settings, or times.

Consistency of results when the same test is administered to the same group at different times.

The degree of agreement between two or more observers or raters (e.g., two teachers grading the same essay).

Consistency between two equivalent versions of the same test (e.g., Form A and Form B).

The extent to which items in a test measure the same concept (e.g., using Cronbach's Alpha or Split-half reliability).

What analogy describes a tool that is reliable but not valid?

How can researchers improve validity in quantitative research?

How can researchers improve reliability in quantitative research?

What is the qualitative research equivalent of internal validity?

What is the qualitative research equivalent of external validity?

What is the qualitative research equivalent of reliability?

What is the qualitative research equivalent of objectivity?

They ensure credibility of findings, reduce measurement error, enhance decision-making, and strengthen policy recommendations.

When validating a survey instrument, what should be evaluated regarding the items?

When validating a survey instrument, what should be evaluated regarding design and culture?