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Basics of Social Research: Qualitative and Quantitative Approaches
Fourth Canadian Edition
W. Lawrence Neuman
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University of Wisconsin-Whitewater
Karen Robson
McMaster University
ISBN: 978-0-13-464909-2
Copyright © 2018 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Basics of Social Research: Qualitative and Quantitative Approaches, Fourth Canadian Edition, by W. Lawrence Neuman and Karen Robson to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.
Copyright © 2018 Pearson Canada Inc.
Instructor’s Manual for Neuman and Robson, Basics of Social Research
Fourth Canadian Edition
Preface
This instructor’s manual has been prepared for use with Basics of Social Research: Qualitative and Quantitative Approaches, Fourth Canadian Edition. It provides instructors with an outline of content for discussing and reviewing chapter material with students, including a list of major chapter topics and chapter learning objectives.
The manual also provides information about the testbank that accompanies the text, in both Microsoft Word and Pearson MyTest formats. Two charts, one for essay and one for multiple-choice questions, show the chapter topic, chapter objective, and skill being tested. Some skills are very general and others are specific and closely linked to specific objectives.
Each question in the testbank has been assigned a difficulty ranking. Difficulty rankings range from 1 to 9, with 9 being the most difficult. Difficulty rankings take a myriad of factors into consideration, including levels of abstraction and analysis required for answering questions, magnitude of information students must know to answer questions, complexity of questions` subject matters, and degree of scrutiny necessary for answering correctly (i.e., for discerning between correct answers and distractors in a multiple-choice style questions; or in separating out concepts from other material in order to speak to the specificity of a given essay question).
A list of 50 student skills is provided on the following pages, with a broad classification using Bloom’s Taxonomy of six cognitive learning objectives. Some questions test multiple skills, but only the dominant one is listed. No test questions are classified as being at the two highest levels Bloom’s taxonomy synthesis and evaluation. These higher level skills are best developed in students and evaluated by instructors through in-depth research papers, research projects, or similar learning activities.
The testbank itself features vocabulary, essay, and multiple-choice questions for each of the 16 chapters of the textbook. Each question is accompanied by the following information:
1. Approximate difficulty level 1–9, with 9 being the most difficult
2. A learning objective corresponding to the content of a chapter
3. General student skill development
4. Reference page(s) in the textbook
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List Of Student Skills Developed And Evaluated With Test Questions
(The Roman numeral refers to Bloom’s Taxonomy, see end of list.)
1. Applies abstract learning to realistic situations. (III)
2. Recognizes differences between science and non-scientific approaches to knowledge. (IV)
3. Displays an ability to extend learning to new situations or to use in new ways. (IV)
4. Expresses familiarity with the range of acceptable techniques/methods in social research. (II)
5. Shows an awareness of appropriate research procedures/processes for diverse situations. (III)
6. Explains reasons for using a specific research process/procedure. (II)
7. Makes distinctions among related scientific ideas/processes. (IV)
8. Provides concrete examples of abstract theoretical ideas/principles. (III)
9. Can read and express an understanding of a simple set of causal relations. (II)
10. Able to utilize both inductive and deductive approaches to research. (IV)
11. Can explain differences among and strengths of the two major paradigms of social science (IV)
12. Recognizes and can apply ethical principles to social research situations. (III)
13. Explains the need to balance competing ethical principles. (IV)
14. Recognizes and can use the American Sociological Review bibliographic style. (I)
15. Understands the types and strengths/weaknesses of various source materials. (II)
16. Capable of comparing features of qualitative and quantitative research designs. (IV)
17. Distinguishes among and properly uses various types of variables and causal hypotheses. (IV)
18. Able to read and understand symbolic causal diagrams. (I)
19. Detects potential logical problems that can arise in causal explanations. (IV)
20. Able to explain the relationship between a general topic and a testable research hypothesis.
21. Recognizes and can describe the parts of the measurement process. (II)
22. Able to distinguish between reliability and validity and to discuss several types of them. (II)
23. Can identify measurement scales and explain index construction issues. (I)
24. Discerns when standardization is necessary for measurement. (IV)
25. Properly identities a variable’s level of measurement. (I)
26. Able to identify types, and knows proper use of nonprobability samples. (II)
27. Properly uses random sampling terms and can compute relevant sample statistics. (II)
28. Recognizes situations when various types of random samples should be used. (IV)
29. Writes good survey questions and applies proper questionnaire design techniques. (III)
30. Identifies and knows when/how to use various types of questionnaire questions. (III)
31. Identifies the strengths and weaknesses of survey administration methods. (IV)
32. Recognizes proper survey research interviewing techniques. (I)
33. Identifies the parts of experimental design and recognizes/names the major designs. (I)
34. Identifies several threats to an experiment’s internal validity. (II)
35. Recognizes and can explain external validity issues in experiments. (II)
36. Reads experimental design notation format and can explain it. (I)
37. Interprets the basic quantitative results of an experiment. (II)
38. Knows coding issues in content analysis and limitations of the method. (II)
39. Identifies the strengths and weakness of existing statistics and secondary data. (IV)
40. Able to calculate, read, and correctly interpret univariate statistics (II)
41. Able to calculate, read, and correctly interpret simple bivariate statistics (II)
42. Able to explain and correctly interpret statistical significance (II)
43. Able to interpret multivariate statistical relationships (II)
44. Identifies field research entry and qualitative interview techniques (I)
45. Capable of taking notes for field research (III)
Copyright © 2018 Pearson Canada Inc. v
Instructor’s Manual for Neuman and Robson, Basics of Social Research
Fourth Canadian Edition
46. Explains social role and relations in a field site. (II)
47. Explains the complexities of historical data gathering (IV)
48. Explains qualitative data coding and data analysis strategies. (II)
49. Distinguishes between reports of qualitative and quantitative research (IV)
50. Able to define key terms. (I)
Bloom’s Taxonomy of Cognitive Objectives
I. Knowledge
II. Comprehension
III. Application
IV. Analysis
V. Synthesis
VI. Evaluation
Copyright © 2018 Pearson Canada
CHAPTER 1: DOING SOCIAL RESEARCH
MAIN TOPICS OF CHAPTER
1. Why Do Social Research?
2. Alternatives to Social Research
3. How Science Works
4. Steps in the Research Process
5. Use of Research
6. Purpose of a Study
7. Time Dimension in Research
8. Quantitative and Qualitative Approaches
LEARNING OBJECTIVES OF CHAPTER
After completing this chapter a student should be able to:
1. Explain why knowledge of social research methods is a useful “everyday” skill to have.
2. Explain five alternatives to social research.
3. Explain what is meant by the scientific community and the scientific method.
4. Describe the general steps in the research process.
5. Explain the difference between academic and applied research.
6. Explain the three major purposes of social research.
7. Compare the two major time dimensions in social research.
8. Explain the difference between qualitative and quantitative approaches, and identify their main data collection techniques.
The test bank for Chapter 1 has
10 Essay Questions
28 Multiple Choice Questions
32 Key Terms Vocabulary Questions
Instructor’s Manual for Neuman and Robson, Basics of Social Research
Multiple Choice Questions, Chapter 1
CHAPTER 2: THEORY AND SOCIAL RESEARCH
MAIN TOPICS OF CHAPTER
1. What Is Theory?
2. Levels of Theory
3. Empirical Generalizations and Middle Range Theory
4. The Parts of Theory
5. Two Major Paradigms
6 Major Theoretical Frameworks
7. Direction of Theorizing
8. Explaining Relationships in Social Research
LEARNING OBJECTIVES OF CHAPTER
After completing this chapter a student should be able to:
1. Explain the three characteristics of how social scientific theories work.
2. Explain what is meant by the term social theory
3. Explain what is meant by levels of theory.
4. Define empirical generalization and middle-range theory.
5. Explain what is meant by a concept
6. Define agency and structure
7. Explain what is meant by ontology and epistemology as they apply to the approach a researcher takes to social research
8. Compare the positivist and interpretivist paradigms
9. Differentiate between inductive and deductive approaches to theory.
10. Define causality and its three criteria. The
Instructor’s Manual for Neuman and Robson, Basics of Social Research
Multiple Choice Questions, Chapter 2
CHAPTER 3: ETHICS IN SOCIAL RESEARCH
MAIN TOPICS OF CHAPTER
1. Why Be Ethical?
2. Scientific Misconduct
3. Power Relations
4. Ethical Issues Involving Research Participants
5. Special Populations and New Inequalities
6. Privacy, Anonymity, and Confidentiality
7. Respect for Human Dignity
8. Ethics and the Scientific Community
9. Ethics and the Sponsors of Research
10. Politics of Research
LEARNING OBJECTIVES OF CHAPTER
After completing this chapter a student should be able to:
1. Explain why it is important to be ethical in research.
2. Define scientific misconduct, research fraud, and plagiarism.
3. Describe power relations in social research.
4 Identify major ethical issues involving research with human participants.
5. Differentiate between voluntary and informed consent.
6. Explain special considerations that need to be made when working with special populations.
7. Define privacy, anonymity, and confidentiality.
8. Explain ethical issues that are specific to research involving sponsors. The
Instructor’s Manual for Neuman and Robson, Basics of Social Research
Multiple Choice Questions, Chapter 3
Instructor’s Manual for Neuman and Robson, Basics of Social Research
Fourth Canadian Edition
