Solution Manual & Test Bank
Educational Research Quantitative, Qualitative,
And Mixed Approaches
By Robert Burke Johnson
8th Edition
, Suggested Answers To Review Questions
Solution Manual & Test Bank For
Educational Research Quantitative,
Qualitative, And Mixed Approaches 8th
Edition By Robert Burke Johnson
Chapter 1: Introduction To Educational Research
1.1. Why Should We Study Educational Research?
To Become “Research Literate.”
Because We Live In A Society That Is Driven By
Research. To Improve Critical Thinking Skills.
To Become Better Students
To Become Better Professionals
To learn how to critically evaluate published research.
To learn how to conduct research in case the need arises one day.
1.2. What are the definitions of the five general kinds of research?
The five general kinds of research are basic research, applied research, evaluation
research, action research, and orientational research. Here are the definitions:
(a) Basic research: research aimed at generating fundamental knowledge and
theoretical understanding about basic human and other natural processes
(b) Applied research: research focused on answering practical questions to provide
relatively immediate solutions
(c) Evaluation: determining the worth, merit, or quality of an evaluation object
(d) Action research: applied research focused on solving practitioners’ local problems
(e) Orientational research: research done for the purpose of advancing an
ideological position
1.3. Why is it important that both basic and applied research be done?
Basic research helps provide a solid foundation of reliable knowledge on which future
research can be built, and applied research helps answer “real world” or practical
questions. Basic and applied research inform each other. Obviously, both of these are
important.
1.4. What is the difference between formative and summative evaluation?
,They have a different purpose. Formative evaluation is used for the purpose of improving
an
Evaluation object. Summative evaluation is used for the purpose of making judgments
about
the overall effectiveness of an evaluation object and determining whether a program
should be continued.
1.5. What is the key question associated with each of the following forms of
evaluation: needs assessment, theory assessment, implementation assessment,
impact assessment, and efficiency assessment?
(a) Needs assessment: is there a need for this type of program?
(b) Theory assessment: is this program conceptualized in a way that it should work?
(c) Implementation assessment: was this program implemented properly and
according to the program plan?
(d) Impact assessment: did this program have an impact on its intended targets?
(e) Efficiency assessment: is this program cost effective?
1.6. What are the different sources of knowledge? Which ones are
especially important for educational researchers?
(a) Experience (i.e., empiricism)
(b) Expert opinion
(c) Reasoning (i.e., rationalism)
Educational researchers use a mixture of both empiricism and rationalism. Empiricism
involves collecting data and learning from the data, and rationalism involves reasoning
and thinking about the concepts and the results and developing theories to organize
one’s explanations.
1.7. What is the key difference between inductive reasoning and
deductive reasoning?
Inductive reasoning results in conclusions that are “probably” true. Deductive
reasoning provides conclusions that are necessarily true if the premises are true.
, Chapter 2: quantitative, qualitative, and mixed research
2.1. What are the key features of quantitative and qualitative research?
Just look at table 2.1, which shows the key characteristics of these two approaches in
their pure or extreme forms as well as the characteristics of mixed research. I will
mention a few of these here. Quantitative research uses the deductive or confirmatory
or “top down” scientific method; it is used primarily for description, explanation, and
prediction. It is based on quantitative data, in particular on the analysis of variables.
The results describe statistical relationships and a goal is to generalize the results. In
qualitative research, in contrast, the “bottom up” or inductive exploratory method is
used; it is used primarily for the purposes of description and exploration and to gain an
understanding of how people think and experience their lives. It is based on qualitative
data which during analysis are examined for patterns, themes, and holistic features. A
narrative report is presented and generalization is usually not a goal because the focus
is on the local, the personal, and the subjective.
Here is table 2.1 on the two next pages for your convenience:
Educational Research Quantitative, Qualitative,
And Mixed Approaches
By Robert Burke Johnson
8th Edition
, Suggested Answers To Review Questions
Solution Manual & Test Bank For
Educational Research Quantitative,
Qualitative, And Mixed Approaches 8th
Edition By Robert Burke Johnson
Chapter 1: Introduction To Educational Research
1.1. Why Should We Study Educational Research?
To Become “Research Literate.”
Because We Live In A Society That Is Driven By
Research. To Improve Critical Thinking Skills.
To Become Better Students
To Become Better Professionals
To learn how to critically evaluate published research.
To learn how to conduct research in case the need arises one day.
1.2. What are the definitions of the five general kinds of research?
The five general kinds of research are basic research, applied research, evaluation
research, action research, and orientational research. Here are the definitions:
(a) Basic research: research aimed at generating fundamental knowledge and
theoretical understanding about basic human and other natural processes
(b) Applied research: research focused on answering practical questions to provide
relatively immediate solutions
(c) Evaluation: determining the worth, merit, or quality of an evaluation object
(d) Action research: applied research focused on solving practitioners’ local problems
(e) Orientational research: research done for the purpose of advancing an
ideological position
1.3. Why is it important that both basic and applied research be done?
Basic research helps provide a solid foundation of reliable knowledge on which future
research can be built, and applied research helps answer “real world” or practical
questions. Basic and applied research inform each other. Obviously, both of these are
important.
1.4. What is the difference between formative and summative evaluation?
,They have a different purpose. Formative evaluation is used for the purpose of improving
an
Evaluation object. Summative evaluation is used for the purpose of making judgments
about
the overall effectiveness of an evaluation object and determining whether a program
should be continued.
1.5. What is the key question associated with each of the following forms of
evaluation: needs assessment, theory assessment, implementation assessment,
impact assessment, and efficiency assessment?
(a) Needs assessment: is there a need for this type of program?
(b) Theory assessment: is this program conceptualized in a way that it should work?
(c) Implementation assessment: was this program implemented properly and
according to the program plan?
(d) Impact assessment: did this program have an impact on its intended targets?
(e) Efficiency assessment: is this program cost effective?
1.6. What are the different sources of knowledge? Which ones are
especially important for educational researchers?
(a) Experience (i.e., empiricism)
(b) Expert opinion
(c) Reasoning (i.e., rationalism)
Educational researchers use a mixture of both empiricism and rationalism. Empiricism
involves collecting data and learning from the data, and rationalism involves reasoning
and thinking about the concepts and the results and developing theories to organize
one’s explanations.
1.7. What is the key difference between inductive reasoning and
deductive reasoning?
Inductive reasoning results in conclusions that are “probably” true. Deductive
reasoning provides conclusions that are necessarily true if the premises are true.
, Chapter 2: quantitative, qualitative, and mixed research
2.1. What are the key features of quantitative and qualitative research?
Just look at table 2.1, which shows the key characteristics of these two approaches in
their pure or extreme forms as well as the characteristics of mixed research. I will
mention a few of these here. Quantitative research uses the deductive or confirmatory
or “top down” scientific method; it is used primarily for description, explanation, and
prediction. It is based on quantitative data, in particular on the analysis of variables.
The results describe statistical relationships and a goal is to generalize the results. In
qualitative research, in contrast, the “bottom up” or inductive exploratory method is
used; it is used primarily for the purposes of description and exploration and to gain an
understanding of how people think and experience their lives. It is based on qualitative
data which during analysis are examined for patterns, themes, and holistic features. A
narrative report is presented and generalization is usually not a goal because the focus
is on the local, the personal, and the subjective.
Here is table 2.1 on the two next pages for your convenience:
