EDUC 815 Quiz Descriptive

EDUC 815 Quiz: Descriptive and Casual-Comparative Designs

1. The F ratio is computed to determine
2. In comparing the mean performance of 25 athletes and 25 matched nonathletes, one should use the
3. Use of the t test for a single mean requires
4. Suppose you wish to examine the changes in attitudes toward school that occur as students mature. You select a sample of elementary, middle, and high school students and measure their attitudes toward school. A weakness of your cross-sectional design for studying this research problem is that
5. After the researchers have selected a group having the characteristic they wish to study in a causal comparative design, the next logical step is to
6. “In conducting a MANOVA on a cluster of five related variables, a researcher obtains an F value that is significant at the .01 level. What is the next step that should be taken in analyzing the data?”
7. Longitudinal research designs are particularly useful for studying
8. The purpose of the t test for multiple comparisons is to
9. The t test for correlated means should be used when
10. Analysis of variance focuses on the
11. Derived scores are useful in descriptive research because they
12. “The Mann-Whitney U test, the Wilcoxon signed rank test, and the Kruskal-Wallis test”
13. In causal-comparative research, matching is used to
14. A descriptive research study would be likely to report all but which of the following types of scores or statistics?
15. In educational research, description
16. Descriptive research can focus on depicting
17. Chi-square should be used when data are in the form of
18. Compared with a longitudinal study, an important advantage of a cross-sectional study is that
19. An opinion poll is an example of which type of descriptive research?
20. “The test for homogeneity of independent variances, the test for homogeneity of related variances, and the F maximum test for homogeneity of variance are all forms of”