Instructor S Manual and Test Bank

Instructor’s Manual and Test Bank

for

Understanding Research: A Consumer’s Guide

Second Edition

Vicki L. Plano Clark

University of Cincinnati

John W. Creswell

University of Nebraska-Lincoln

Prepared by

Michelle C. Howell Smith

University of Nebraska-Lincoln

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Copyright © [2015, 2010] by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

Instructors of classes using Vicki Plano Clark and John Creswell’s Understanding Research: A Consumer’s Guide, may reproduce material from the instructor's resource manual and test bank for classroom use.

10 9 8 7 6 5 4 3 2 1 ISBN-10: 0132902753

ISBN-13: 9780132902755

PREFACE

This Instructor's Manual and Test Bank has been written as a resource for individuals teaching a consumer-focused course on understanding research. This course can be challenging to teach. Many students take this course simply to fulfill a requirement without much enthusiasm for or appreciation of the importance of understanding research to help them become better professionals. This Instructor's Manual has been designed to provide you with numerous resources to facilitate your course preparations and use of activities to help students learn to apply the content in contexts that are meaningful to them.

Following is an overview of the resources provided within the Instructor's Manual for each chapter in Understanding Research: A Consumer's Guide.

Learning Objectives

The learning objectives from each chapter are reprinted in this manual as a quick overview of the goals of each chapter.

New Glossary Terms

The glossary terms which are introduced within each chapter are included in this manual so you have this list readily at hand.

List of Full-Text Articles Associated With The Chapter

Notes are provided in this manual alerting you to the articles that students will be asked to read as part of the textbook.

Suggested Activities to Apply the Concepts

Several activities that you may consider using in class to help students apply the concepts that they have learned for each chapter are also included. Most activities are well suited to students working together in small groups and/or sharing their ideas with the whole class.

Suggested Activities to Apply the Evaluation Criteria

Each chapter in Understanding Research: A Consumer's Guide includes a rating scale that students can apply to evaluate a published research study. Suggestions for using the rating scales with students are included, as well as printable full-page handouts of the rating scales that provide adequate space for students to write their responses.

Suggested Activities Related to Producing Research

Although Understanding Research: A Consumer's Guide targets a consumer audience, it is likely that many instructors will want to also consider activities that encourage students to think of themselves as producers of research. Therefore, this manual includes at least one activity for each chapter that requires students to apply the ideas in the context of conducting research.

Handouts

At least one printable, full-page handout per chapter that can be used with students is included. These handouts include copies of the evaluation rating scales from each chapter, as well as other activity-related resources discussed in the manual such as a grading rubric for a literature review assignment.

Test Bank

The Test Bank contains various types of items—multiple-choice, matching, short essay, and fill-in-the-blank—for the chapters. Questions ask students to identify and describe research processes and design characteristics they have learned, and to classify and evaluate quantitative, qualitative, and combined studies and research situations.

Test Bank Answers

Answers for all items included in the Test Bank are included.

In addition to the materials contained within this Instructor's Manual, there are PowerPoint lecture slides available for your use. A complete set of lecture slides prepared for each chapter is available for download from the website. Each set of slides includes the following features:

Talking points that answer the questions asked in the section headings
Definitions of key terms presented in the text
Quality criteria listed at the end of the chapter

I hope you find these materials useful and wish you a very successful course!

Michelle C. Howell Smith

Lincoln, Nebraska

April, 2014

TABLE OF CONTENTS

CHAPTER 1. THE PROCESS OF RESEARCH: LEARNING HOW RESEARCH IS CONDUCTED AND REPORTED 1

Learning Objectives1

Lecture Slides1

New Glossary Terms1

Full-Text Articles Associated With This Chapter2

Suggested Activities to Apply the Concepts2

Suggested Activities to Apply the Evaluation Criteria3

Suggested Activities Related to Producing Research3

Handout: Figure 1.14

CHAPTER 2. QUANTITATIVE AND QUALITATIVE RESEARCH: UNDERSTANDING DIFFERENT TYPES OF STUDY REPORTS 5

Learning Objectives5

Lecture Slides5

New Glossary Terms5

Full-Text Articles Associated With This Chapter5

Suggested Activities to Apply the Concepts6

Suggested Activities to Apply the Evaluation Criteria7

Suggested Activities Related to Producing Research7

Activity: Characteristics of Research8

Handout Figure 2.39

CHAPTER 3. STATEMENTS OF THE PROBLEM: IDENTIFYING WHY A STUDY IS IMPORTANT 10

Learning Objectives10

Lecture Slides10

New Glossary Terms10

Full-Text Articles Associated With This Chapter10

Suggested Activities to Apply the Concepts11

Suggested Activities to Apply the Evaluation Criteria11

Suggested Activities Related to Producing Research12

Handout Figure 3.413

CHAPTER 4. LITERATURE REVIEWS: EXAMINING THE BACKGROUND FOR A STUDY 14

Learning Objectives14

Lecture Slides14

New Glossary Terms14

Full-Text Articles Associated With This Chapter14

Suggested Activities to Apply the Concepts15

Suggested Activities to Apply the Evaluation Criteria16

Suggested Activities Related to Producing Research16

Handout Figure 4.917

Activity: Grading Rubric for Literature Review Project18

CHAPTER 5. PURPOSE STATEMENTS, RESEARCH QUESTIONS AND HYPOTHESES: IDENTIFYING THE INTENT OF A STUDY 19

Learning Objectives19

Lecture Slides19

New Glossary Terms19

Full-Text Articles Associated With This Chapter20

Suggested Activities to Apply the Concepts20

Suggested Activities to Apply the Evaluation Criteria21

Suggested Activities Related to Producing Research21

Handout Figure 5.523

CHAPTER 6. QUANTITATIVE RESEARCH DESIGNS: RECOGNIZING THE OVERALL PLAN FOR A STUDY 24

Learning Objectives24

Lecture Slides24

New Glossary Terms24

Full-Text Articles Associated With This Chapter24

Suggested Activities to Apply the Concepts25

Suggested Activities to Apply the Evaluation Criteria26

Suggested Activities Related to Producing Research26

Handout Figure 6.327

CHAPTER 7. PARTICIPANTS AND DATA COLLECTION: IDENTIFYING HOW QUANTITATIVE INFORMATION IS GATHERED 28

Learning Objectives28

Lecture Slides28

New Glossary Terms28

Full-Text Articles Associated With This Chapter29

Suggested Activities to Apply the Concepts29

Suggested Activities to Apply the Evaluation Criteria30

Suggested Activities Related to Producing Research30

Handout Figure 7.431

CHAPTER 8. DATA ANALYSIS AND RESULTS: EXAMINING WHAT WAS FOUND IN A QUANTITATIVE STUDY 32

Learning Objectives32

Lecture Slides32

New Glossary Terms32

Full-Text Articles Associated With This Chapter33

Suggested Activities to Apply the Concepts33

Suggested Activities to Apply the Evaluation Criteria34

Suggested Activities Related to Producing Research34

Handout Figure 8.1035

CHAPTER 9. QUALITATIVE RESEARCH DESIGNS: RECOGNIZING THE OVERALL PLAN FOR A STUDY 36

Learning Objectives36

Lecture Slides36

New Glossary Terms36

Full-Text Articles Associated With This Chapter36

Suggested Activities to Apply the Concepts37

Suggested Activities to Apply the Evaluation Criteria38

Suggested Activities Related to Producing Research38

Handout Figure 9.339

CHAPTER 10. PARTICIPANTS AND DATA COLLECTION: IDENTIFYING HOW QUALITATIVE INFORMATION IS GATHERED 40

Learning Objectives40

Lecture Slides40

New Glossary Terms40

Full-Text Articles Associated With This Chapter41

Suggested Activities to Apply the Concepts41

Suggested Activities to Apply the Evaluation Criteria42

Suggested Activities Related to Producing Research42

Handout Figure 10.443

CHAPTER 11. DATA ANALYSIS AND RESULTS: EXAMINING WHAT WAS FOUND IN A QUALITATIVE STUDY 44

Learning Objectives44

Lecture Slides44

New Glossary Terms44

Full-Text Articles Associated With This Chapter45

Suggested Activities to Apply the Concepts45

Suggested Activities to Apply the Evaluation Criteria46

Suggested Activities Related to Producing Research46

Handout Figure 11.1147

CHAPTER 12. MIXED METHODS RESEARCH: STUDIES THAT MIX QUANTITATIVE AND QUALITATIVE RESEARCH 48

Learning Objectives48

Lecture Slides48

New Glossary Terms47

Full-Text Articles Associated With This Chapter48

Suggested Activities to Apply the Concepts49

Suggested Activities to Apply the Evaluation Criteria49

Suggested Activities Related to Producing Research49

Handout Figure 12.850

CHAPTER 13. ACTION RESEARCH DESIGNS: RESEARCH FOR SOLVING PRACTICAL PROBLEMS 51

Learning Objectives51

Lecture Slides51

New Glossary Terms51

Full-Text Articles Associated With This Chapter51

Suggested Activities to Apply the Concepts52

Suggested Activities to Apply the Evaluation Criteria52

Suggested Activities Related to Producing Research53

Handout Figure 13.554

CHAPTER 14. CONCLUSIONS: IDENTIFYING THE INTERPRETATIONS AND IMPLICATIONS OF A STUDY 55

Learning Objectives55

Lecture Slides55

New Glossary Terms55

Full-Text Articles Associated With This Chapter55

Suggested Activities to Apply the Concepts56

Suggested Activities to Apply the Evaluation Criteria56

Suggested Activities Related to Producing Research57

Handout Figure 14.258

TEST BANK59

CHAPTER 1. THE PROCESS OF RESEARCH60

CHAPTER 2. QUANTITATIVE AND QUALITATIVE RESEARCH67

CHAPTER 3. STATEMENTS OF THE PROBLEM71

CHAPTER 4. LITERATURE REVIEWS76

CHAPTER 5. PURPOSE STATEMENTS, RESEARCH QUESTIONS AND HYPOTHESES 80

CHAPTER 6. QUANTITATIVE RESEARCH DESIGNS86

CHAPTER 7. QUANTITATIVE PARTICIPANTS AND DATA COLLECTION90

CHAPTER 8. QUANTITATIVE DATA ANALYSIS AND RESULTS95

CHAPTER 9. QUALITATIVE RESEARCH DESIGNS100

CHAPTER 10. QUALITATIVEPARTICIPANTS AND DATA COLLECTION105

CHAPTER 11. QUALITATIVE DATA ANALYSIS AND RESULTS111

CHAPTER 12. MIXED METHODS RESEARCH115

CHAPTER 13. ACTION RESEARCH DESIGNS122

CHAPTER 14. CONCLUSIONS127

ANSWERS FOR THE TEST BANK132

CHAPTER 1. THE PROCESS OF RESEARCH133

CHAPTER 2. QUANTITATIVE AND QUALITATIVE RESEARCH134

CHAPTER 3. STATEMENTS OF THE PROBLEM135

CHAPTER 4. LITERATURE REVIEWS136

CHAPTER 5. PURPOSE STATEMENTS, RESEARCH QUESTIONS AND HYPOTHESES 137

CHAPTER 6. QUANTITATIVE RESEARCH DESIGNS138

CHAPTER 7. QUANTITATIVE PARTICIPANTS AND DATA COLLECTION139

CHAPTER 8. QUANTITATIVE DATA ANALYSIS AND RESULTS140

CHAPTER 9. QUALITATIVE RESEARCH DESIGNS141

CHAPTER 10. QUALITATIVE PARTICIPANTS AND DATA COLLECTION142

CHAPTER 11. QUALITATIVE DATA ANALYSIS AND RESULTS143

CHAPTER 12. MIXED METHODS RESEARCH144

CHAPTER 13. ACTION RESEARCH DESIGNS145

CHAPTER 14. CONCLUSIONS146

Chapter 1: The Process of Research

CHAPTER 1 The Process of Research: Learning How Research Is Conducted and Reported

Learning Objectives

By the end of this chapter, your students should be able to:

State a definition of research and use it to recognize reports of research studies.
Identify the reasons for needing to read research reports.
Name different formats where you can find reports of research studies.
Name the steps in the process of research that researchers undertake when they conduct research studies.
Identify the major sections of a research report, and know which steps of the research process are reported within each section.
Read a research report and recognize the information included about a study’s research process.

Lecture Slides

Use the provided PowerPoint® lecture slides found at as you discuss the chapter content with your students.

New Glossary Terms

The following important terms are introduced in this chapter. Definitions for the terms are provided in the chapter and the Glossary.

Research
Abstract
Evidence-based practices
Style manuals
Process of research
Identifying a research problem
Reviewing the literature
Specifying the purpose
Choosing a research design
Selecting participants
Collecting data
Reporting results
Drawing conclusions
Disseminating research
Evaluating research
Front matter
Introduction section
Method section
Results section
Conclusion section
Back matter

Full-Text Articles Associated With This Chapter

Students are asked to read the following two articles found at the end of this chapter.

Xu, F., Chepyator-Thomson, J., Liu, W., & Schmidlein, R. (2010). Association between social and environmental factors and physical activity opportunities in middle schools.European Physical Education Review,16(2), 183-194.

Tucker, P., van Zandvoort, M. M., Burke, S. M., & Irwin, J. D. (2011). Physical activity at daycare: Childcare providers’ perspectives for improvements.Journal of Early Childhood Research,9(3), 207-219.

Suggested Activities to Apply the Concepts

Ask students to discuss their responses to the Practicing Your Skills questions at the end of the chapter. Encourage them to present their reasoning beyond the answers provided in the Appendix.

Ask students to discuss the use of evidence-based practices in their respective professional areas (e.g., K-12 education, special education, nursing, or social work). What current practices can they name that they think are based on research? What practices do they think may be used at this time without evidence for their effectiveness?

Ask students to name specific topics that they would like to learn about by reading research. They can then state how the available research might add to their knowledge, inform their stance in a policy debate, and help to improve their practices.

Present a scenario that serves as an example of every-day problem solving (posing a question, gathering information, and presenting an answer). Example scenarios include deciding what car to buy or a teacher figuring out a way to motivate a particular student. Have students discuss how this scenario is and is not an example of the process of research. That is, what steps are present? What steps are missing? Ask students to identify examples of problem solving they have used in their own lives.

Bring one or two sample articles to class. Ask students to review these documents in small groups and to use the headings to identify the major sections of the report. Have students list the names of these sections and compare them to the four major sections discussed in the textbook (introduction, method, results, and conclusion). Ask students to identify which steps of the research process they find reported in each section.

Suggested Activities to Apply the Evaluation Criteria

Bring copies of the abstracts from some recently published journal articles. You can select your own abstracts or use abstracts from the studies that appear in the textbook. It is suggested that you include at least one example that is NOT a research study.
Have students work in small groups to use the rating scale from the Chapter 1 Handout(included in this manual) to determine whether the provided abstracts report a research study. They should make notes about the evidence for their decision.

Suggested Activities Related to Producing Research

Pick a problem of interest, such as binge drinking in college, teaching science to students learning English as a second language, or students lacking proper nutrition at home. Break students into small groups and ask them to consider how the seven steps of the process of research could be applied to study this problem. Have groups share their different ideas.

Handout Figure 1.1: A Rating Scale for Determining Whether an Article Reports a Research Study

Examine the article’s title, abstract, and Method section.
For each criteria in the following rating scale, assign a rating of no (0) or yes (1) and record your evidence and/or reasoning behind the rating.
Add up the ratings. A total of 3 should indicate that the article is a report of a research study. A total of 0–2 likely indicates that the article does not report a full research study and instead reports another type of article such as a literature review.

Criteria / Rating / Your Evidence and/or Reasoning
0 = No / 1 = Yes
1.Terms are present that identify the report as research, such as study, investigation, empirical research, or original research.
2.The authors describe gathering data.
3.The authors describe analyzing the gathered data and report results of the analysis.
Overall Determination
0–2 = Likely not research
3= Likely research / Total
Score = / My Overall Determination =

Chapter 14: Interpreting Research

CHAPTER 2 Quantitative and Qualitative Research:

Understanding Different Types of Study Reports