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communication research

Questions and Answers of Communication Research

1. A population is all units-people or things-possessing the attributes or charac- teristics that interest the researcher.
6. Choose an adequate sample size.
5. Use nonprobability procedures to produce an appropriate sample.
4. Use probability sampling procedures to produce a random sample.
3. Argue for how results from a sample are generalizable to its population.
2. Identify the population and sampling frame to select an appropriate sample.
1. Describe the distinctions among population, sampling frame, and sample.
20. Regardless of how data are collected, they must be collected and reported accurately, ethically, and responsibly.
19. Validity and reliability are threatened by the choices researchers make about how they collect data, and whom or what they choose as their sample, as well as alternative expla- nations that are
18. Measurement of data must be both valid and reliable.
17. Test-retest reliability is achieved when measurements at two different times remain stable.
16. Internal reliability is achieved when mul- tiple items purportedly measuring the same variable are highly related.
15. Reliability is the degree to which measure- ment is dependable or consistent; it is expressed as a matter of degree.
14. Construct validity exists when measure- ment reflects its theoretical foundations.
13. Criterion-related validity exists when one measurement can be linked to some other external measurement.
12. Content validity exists when the measure- ment reflects all possible aspects of the construct of interest.
11. Face validity exists when the measurement reflects what we want it to.
10. Data are valid to the extent that they measure what you want them to measure.
9. Issues of validity and reliability are associ- ated with all types of measurement.
8. Ratio data are the most sophisticated data type; they have the characteristics of inter- val data and a true zero.
7. Interval data are more sophisticated in that they represent a specific numerical score, and the distance between points is assumed to be equal.
6. Ordinal data rank the elements in some logical order, but without knowing the rela- tive difference between ranks.
5. Continuous level data can be one of three types: ordinal, interval, or ratio.
4. For categorical data, each variable is com- prised of two or more classes or categories that should be mutually exclusive, exhaus- tive, and equivalent.
3. Discrete data are known as categorical or nominal data and describe the presence or absence of some characteristic or attribute.
2. Measurement allows researchers to make comparisons.
1. Research relies on measurement.
Oversimplifying negative or inconclusive results without looking for weakness in the research process (inappropriate theory or hy- potheses, inappropriate methodology, poor measurement, faulty
Not adequately explaining contradictory or unanticipated findings
Accepting data results as firm conclusions without examining alternative interpretations
Drawing sweeping conclusions from nonrep- resentative data
To whom do the conclusions apply?
Is there anything missing that might be important?
Do their conclusions fit with other known information about the issue or subject?
Do I agree with their conclusions?
How does their interpretation fit with the questions asked?
What meaning did the researchers infer from the results?
What did the researchers find?
How much confidence do I have in the data collection methods and statistical analyses?
What questions did the researchers ask?
8. Variation due to the statistical processing of the data. For example, the researcher acciden- tally selects the wrong independent variable from the pulldown menu in the statistical software. Or
7. Variation affected by mechanical or proce- dural issues. In a research experiment, you are asked to recall your last conflict with your relational partner and write out what you said to him or
6. Variation due to unclear measuring device. As an assistant to a researcher, you are asked to observe students giving speeches and count the number of times they use incom- plete sentences. In one
5. Variation due to the number of items in- cluded in the measuring device. Asking only one question about each of the conflict management styles would not be the same as asking several questions
4. Variation due to differences in how the research project is administered. Different researchers may use different communica- tion styles in working with research partici- pants. Would you respond
3. Variation or differences due to situational fac- tors. Would your choice of conflict manage- ment strategy be different at school, at work, at home?
2. Variation or differences due to personal fac- tors, such as mood, fatigue, health, time of day, and so on. How would these factors af- fect your reporting of which conflict manage- ment strategy
1. Variation due to factors not measured in the research study. For example, you want to measure effects of personality on conflict management strategy choice. A researcher would have to check the
10. Question the measurement procedures and data interpretations reported by researchers.
9. Collect, report, and interpret data accurately, ethically, and responsibly.
8. Consider research design issues that may threaten validity and reliability.
7. Understand the relationship between valid- ity and reliability.
6. Understand the basic principles of validity and reliability and how they affect research results.
5. Develop effective and appropriate Likert- type scales.
4. Distinguish among the three types of con- tinuous level data ordinal, interval, and ratio and use them appropriately.
3. Develop categories for nominal data that are mutually exclusive, exhaustive, and equivalent.
2. Explain the principle that numbers have no inherent meaning until the researcher assigns or imposes meaning.
1. Understand that measurement is a process.
15. Quantitative research must address threats to reliability and validity, including using imprecise measures of variables, attempt- ing to measure something that is unknown or irrelevant to
14. Limitations of quantitative research include difficulty in capturing the complexity or depth of communication over time, and the inability to capture communication phenomenon that cannot be
13. Advantages of quantitative research in- clude a certain degree of rigor, objectivity achieved through the use of numbers and statistics, and ability to make comparisons among a large group of
12. Researchers can also use research ques- tions as a foundation for their quantitative research. Research questions are appropri- ate to use when there is little known about a communication
11. A hypothesis includes both independent and dependent variables.
10. Although researchers develop research hypotheses, the null hypothesis is actually the focus of the statistical test.
9. Hypotheses should be simply stated, have variables and their relationships clearly specified, and be testable.
8. Quantitative research typically relies on the use of hypotheses to drive the research process.
7. Operationalizations are the specific way in which researchers observe and measure variables in quantitative research.
6. Quantitative research requires that every phenomenon studied be conceptualized and then explicitly defined. Researchers work from concepts to constructs to variables to operationalizations in
5. The quantitative research model includes five components: research purpose, litera- ture foundation, research questions and research hypotheses, research methods, and validity and reliability.
4. The primary objective of quantitative re- search is to test propositions developed from theory.
3. Quantitative research relies on deductive reasoning.
2. Researchers bring objectivity to the study of communication through the use of tradi- tional quantitative approaches and statisti- cal techniques.
1. Quantitative research relies on the use of numbers as a way of observing and measur- ing communication phenomena.
8. Variation due to the statistical processing of the data. For example, the researcher acciden- tally selects the wrong statistical test from the pulldown menu. Or the person who enters the data in
7. Variation affected by mechanical or proce- dural issues. In a research experiment, you are asked to recall your last conflict with your relational partner and write out what you said to him or
6. Variation due to unclear measuring device. As an assistant to a researcher, you are asked to observe students giving speeches and count the number of times students use incomplete sentences. In
5. Variation due to the number of items in- cluded in the measuring device. Asking only one question about each of the conflict management styles would not be the same as asking several questions
4. Variation due to differences in how the research project is administered. Different researchers may use different communica- tion styles in working with research partici- pants. Would you respond
3. Variation or differences due to situational factors. Would your choice of conflict man- agement strategy be different for conflicts at school, at work, at home?
2. Variation or differences due to personal factors, such as mood, fatigue, health, time of day, and so on. How would these factors affect your choice of conflict management strategy?
1. Variation due to factors not measured in the research study. For example, you want to measure effects of personality on conflict management strategy choice. A researcher would have to check the
12. Describe issues of reliability and valid- ity that must be addressed in quantitative research.
11. Explain the advantages and disadvantages of quantitative research.
10. Explain the relationship between indepen- dent and dependent variables.
9. Identify independent and dependent variables.
8. Distinguish among concepts, concep- tual schemes, constructs, variables, and operationalizations.
7. Explain why research questions are used in quantitative research.
6. Assess the effectiveness of hypotheses in quantitative research.
5. Explain the role of hypotheses in quantitative research.
4. Explain the five-component model for quantitative research.
3. Explain analytic deduction.
2. Identify examples of quantitative research.
1. Describe quantitative research and its assumptions.
13. The ethical issues of ensuring accuracy, protecting intellectual property rights, and protecting the identities of individuals in research reports are researcher responsibilities.
12. Debriefing gives researchers the opportu- nity to provide participants with additional knowledge about the research topic or pro- cedure, especially when deception is used.
11. Videotaping and audiotaping participants as part of research procedures can be done only with their express knowledge and consent.
10. Upholding confidentiality and anonymity of research participants during the collection of data is another ethical principle to which researchers must subscribe.
9. Identify ethical concerns when a research study uses online technology.
8. Researchers use deception to purposely mislead participants when it is necessary for participants to be naive about the purpose of a study, or when telling participants all the information
7. Informed consent should be written in lan- guage participants can easily understand, and each participant should receive a copy.

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