Key to the assignments from Chapter 1

Assignment 1

1. The group selected for the first research study to be conducted at Velox Athletics Association are the participants who will run the athletic cross country race (the athletes).

2. The population: all participants.

3. The sample is a random part of the population (a subset is also correct).

Assignment 2

1. Terms:

   • appreciation

   • motivation

   • background characteristics

2. Variables:

   • age

   • items of appreciation

3. Categories:

   • age in years

   • ‘very applicable’ to ‘not at all applicable’

Assignment 3

1. Written and oral survey

2. Experiment

3. In-depth interview with experts

4. Observations

Assignment 4

1. Quantitative

2. Quantitative

3. Qualitative

4. Qualitative

Assignment 5

The difference between random and systematic errors

Assignment 6

Parliamentary inquiry

1. The field: the parties involved and the experts on the subject.

2. The random sample: a particular group of people have been selected, but they will try to hear all of the parties involved as much as possible. Therefore, it is not a real random sample.

Non-verbal aggression:

1. The field: primary school

2. The random sample (nonprobable): first grade and fifth grade pupils

Assignment 7

How can Anna adopt a scientific attitude? And what about the researcher who works at ‘Unrest’?

Belowwe have listed several points worthy of attention that can help you maintain a positive attitude towards research in general. A researcher must:

• maintain distance

• listen critically

• collect as much information as possible, from as many possible sources

• have colleagues read his or her writing whenever possible

• consult the client (without adopting his or her opinion)

• be knowledgeable about methods (competence)

• be knowledgeable about the subject

• ask verifiable and testable questions

• draw useful and valid conclusions.

Assignment 8

The answers below provide an indication only. It is also possible to exchange your ideas.

1. Applied, quantitative, empirical.

2. Can be applied, or fundamental, qualitative, interpretative.

3. Applied, quantitative, empirical.

4. Can be applied, or fundamental, can be quantitative or qualitative, critical or empirical.

5. Mostly fundamental (development of chance model), quantitative, empirical.

6. Bystander effect, fundamental, quantitative, empirical.

7. Fundamental and also applied, quantitative and empirical.

8. Applied, qualitative and critical, can be interpretative.

Assignment 9

As is always the case when conducting research, there are many possible routes which you can take. One possibility is to:

• Organize preliminary research verifying the actual problem (orientating on the problem, investigating the bottle-neck, or other synonyms).

• Then, describe the state of affairs (how large is the development, etc.). This is probably possible by requesting existing figures.

• Choose from qualitative or quantitative methods, a written survey, or open interviews. Group interviews are also fine. There are many possibilities, as long as they are substantiated, the aim of a tool.

• Analyse data.

• Present the cause of a certain development and make recommendations.

Assignment 10

This is a difficult assignment, which can be elaborated in many ways. An example:

1. Problem description: What are the differences in non-verbal manifestations of aggressive behavior displayed in children who are in first grade with children who are in fifth grade at a primary school?

   • Theory: model of aggressive behavior.

   • Research: observation.

   • P': How can the differences encountered between the children in first grade and fifth grade be accounted for?

   • T': again the behavioral model

   • Et cetera

2. The work cycle is much more practical.

   • Problem description and design

   • Data collection

   • Analysis

   • Conclusion and evaluation

3. The first cycle is aimed more at broadening and deepening knowledge, fundamentally. The second cycle is more practical.

4. (group work/discussion)

Assignment 11

All kinds of answers are possible. Here are a number of possibilities.

1. Elements of analysing the contents of your savings account, asking questions about this, then determining whether the amount suffices and in case of a deficit, thinking up an ‘intervention plan’ or a strategy. Then carrying this out and checking whether it has been effective: can you afford to go on holiday now?

2. Preliminary investigation: ask for a list of gift suggestions (or try to find out through his or her network). Determine what he or she would like to receive, check whether you have enough money to purchase the gift, visit a number of shops to see where they sell the item, make a decision, then purchase the gift.

3. Preliminary investigation: Determine how you are feeling (what hurts, do you have a fever, are you tired, etc.) and which symptoms you are suffering from. Perhaps you think you know yourself what the problem is. Then, you can decide to make an appointment with your family physician and discuss your symptoms. Then your family physician can determine what your ailment is. Were you right? Have your expectations been confirmed or repudiated?

4. Preliminary investigation: Where are you going, is there a dress code, what are the possibilities, regulations? For instance, are you going shopping, or are you going hiking for the day? Then, you determine which options are available to you within these boundaries. This means that you check your wardrobe and decide which clothes suit the occasion. You choose from these options.

5. First, you determine which goal you wish to attain with your classes, the learning goals for the students and the learning objectives for yourself. These goals and objectives will contain a number of elements (or criteria) which you can investigate by measuring them. You should determine the starting level at the beginning of the course. At the end of the course, you have the students take a knowledge test with the goal of seeing whether they have mastered the knowledge previously presented. If they obtain a pass or higher, then the knowledge has apparently been mastered to an average or above average level. An additional option would be to ask the students what they thought of the lessons, whether they thought they were educational and informative, and whether they have any points for improvement.

6. Preliminary investigation: what is ´safety´? Do your immediate neighbours feel the same? What do you want to accomplish? After you have spoken to a few people and your first impression has been confirmed, you proceed further. You visit a number of people to discuss ‘safety in the neighbourhood’. Afterwards, you compose a letter to send to the municipality with your recommendations.