Test Bank for Essentials of Business Research: A Guide to Doing Your Research Project, Third Edition

Test Bank For Essentials of Business Research A Guide to Doing Your Research Project Third Edition Jonathan Wilson Chapter 1-12

Chapter 1: An introduction to business research Learning Objective 1: Know what research and business research are, and why they are important in both business and academia 1. What is the primary purpose of research? a. To collect data randomly b. To increase knowledge through systematic inquiry c. To promote academic institutions d. To validate existing opinions Ans: B

2. Business research is best defined as: a. A subjective analysis of consumer behaviour b. A way for organizations to hire researchers c. A systematic process of using data to solve managerial problems d. A casual investigation of market trends Ans: C

3. What distinguishes business research from general research? a. It focuses on theoretical models b. It is conducted only by academics c. It aids business-related decision-making d. It avoids using data analysis Ans: C

4. Which of the following examples best illustrates business research? a. Studying the effects of chocolate on productivity b. Investigating consumer attitudes toward a new product c. Exploring the history of ancient trade systems d. Analysing themes in a CEO’s autobiography Ans: B

Learning Objective 2: Understand the research skills, key concepts of research and their relationships as illustrated in the ‘Honeycomb of Research Methodology’ 1. Which of the following is NOT one of the six elements in the Honeycomb of Research Methodology? a. Research philosophy b. Data visualization c. Research strategy d. Data collection Ans: B

2. What does research philosophy primarily concern? a. The tools used for data analysis b. The researcher’s view of knowledge development c. The number of participants in a study d. The cost of conducting research Ans: B

3. Which research approach moves from theory to observation? a. Inductive b. Deductive c. Pragmatic

d. Interpretive Ans: B

4. What is the main difference between qualitative and quantitative research? a. Qualitative uses surveys; quantitative uses interviews b. Quantitative is subjective; qualitative is objective c. Quantitative analyses numerical data; qualitative analyses narrative data d. Qualitative research is always faster Ans: C

Learning Objective 3: Understand the rationale for using multi-strategy research 1. What is a key benefit of multi-strategy research? a. It eliminates the need for data analysis b. It combines qualitative and quantitative insights c. It avoids ethical considerations d. It simplifies the research process Ans: B

2. Which of the following is a challenge of multi-strategy research? a. It requires no supervision b. It is always faster than mono-method research c. It may require skills in both qualitative and quantitative methods d. It avoids the need for literature review Ans: C

3. Why might a researcher choose a multi-strategy approach? a. To reduce the number of participants b. To avoid using surveys c. To gain a more comprehensive understanding of a phenomenon

d. To focus only on numerical data Ans: C

4. What is a common misconception about mixed methods? a. They are only used in marketing b. They must be conducted sequentially c. They are simple to implement d. They are the same as multi-strategy research Ans: D

Learning Objective 4: Appreciate how business research is linked to the organization 1. What is a common reason for businesses to conduct research? a. To entertain employees b. To respond to external market conditions c. To avoid competition d. To reduce customer feedback Ans: B

2. What is the first step in the research process when working with a market research agency? a. Reporting findings b. Collecting data c. Commissioning the research d. Taking action Ans: C

3. What is a key similarity between student and practitioner research? a. Both avoid using theory b. Both follow similar stages in the research process c. Both are conducted by agencies

d. Both are funded by clients Ans: B

4. What is the role of research in organizational decision-making? a. To delay decisions b. To provide evidence for informed choices c. To replace managers d. To reduce employee input Ans: B

Learning Objective 5: Understand the differences between academic and organizational research 1. What is the main focus of academic research? a. Solving real-world problems b. Building and questioning theory c. Increasing publications for researchers d. Improving the university Ans: B

2. Which type of research is more likely to be applied to real-life problems? a. Basic research b. Organizational research c. Theoretical research d. Literary research Ans: B

3. What distinguishes academic research from organizational research? a. Academic research is always qualitative, organizational research is always quantitative b. Academic research is not driven by commercial needs, organizational research is c. Academic research uses theory, organizational research does not use theory

d. Academic research is systematic, organizational research is not Ans: B

4. What is a work-based project? a. A study conducted by full-time students b. A project based on the student’s employer and role c. A theoretical analysis of consumer behaviour d. A literature review of academic journals Ans: B

Learning Objective 6: Know the role played by research project supervisors and the kind of support they provide 1. What is the primary role of an academic research supervisor? a. To manage the student’s schedule b. To provide support and guidance c. To write the student’s project d. To grade other students’ work Ans: B

2. What is a common mistake students make regarding supervisors? a. Meeting too frequently b. Not contacting them at all c. Asking too many questions d. Ignoring feedback Ans: B

3. What is a benefit of meeting regularly with your supervisor? a. Avoiding deadlines b. Reducing the need for writing c. Understanding expectations and building confidence

d. Delegating your research tasks Ans: C

4. What is a recommended way to prepare for a supervisor meeting? a. Re-read all your lecture notes from the last week b. Spend days planning what to say during the meeting c. Prepare a list of focused questions d. Prepare several pages of questions Ans: C

Learning Objective 7: Understand the benefits of using social media for business research 1. Which of the following is a benefit of using social media in research? a. Reduces the need for sampling b. Promotes research and increases visibility c. Avoids ethical considerations d. Limits audience engagement Ans: B

2. What type of data can social media help collect? a. Numerical and confidential data b. Qualitative and historical data c. Qualitative and quantitative data d. Historical and quantitative data Ans: C

3. How can social media aid in sampling? a. By replacing surveys b. By targeting specific audiences c. By avoiding participant screening

d. By limiting data collection Ans: B

4. What is a key feature of social media that benefits researchers? a. Content restriction b. Instant feedback and sharing c. Limited access to users d. High subscription costs Ans: B

Chapter 2: Developing a research topic Learning Objective 1: Understand the criteria that need to be considered when choosing a research topic 1. Which of the following is NOT a criterion for a good research topic? a. Achievable b. Specific c. Popular d. Relevant Ans: C 2. What does ‘achievable’ mean in the context of a research topic? a. The topic is trendy and widely discussed b. The topic can be completed within the available resources and time c. The topic is easy to explain to others d. The topic is based on personal opinion Ans: B

3. Which of the following topics would likely NOT satisfy business research guidelines? a. Staff retention in travel companies b. Marketing strategies of Apple

c. Podcast-listening habits of entrepreneurs d. Financial reporting in SMEs Ans: C

4. What is a common mistake students make when choosing a topic? a. Selecting a topic they are passionate about b. Choosing a topic based on supervisor reputation c. Picking a topic with available literature d. Aligning the topic with career goals Ans: B

Learning Objective 2: Know what makes a good research topic 1. Which of the following best describes a ‘specific’ research topic? a. Marketing in Europe b. Digital marketing in Irish tourism industry c. Business strategies d. Consumer behaviour Ans: B

2. Why is relevance important in selecting a research topic? a. It ensures the topic is easy to research b. It aligns with the student’s personal interests c. It fits within the discipline and course requirements d. It guarantees supervisor approval Ans: C

3. What is a benefit of choosing a topic aligned with career aspirations? a. It reduces the need for literature review b. It can serve as a selling tool during job interviews c. It avoids ethical approval d. It simplifies data analysis

Ans: B

4. What is a risk of choosing a topic with excessive existing literature? a. It may be too easy to complete b. It can make the literature review time consuming c. It ensures originality d. It eliminates the need for data collection Ans: B

Learning Objective 3: Recognize how to develop research questions 1. What is the first step in developing research questions? a. Conducting interviews b. Defining what you want to find out c. Writing your conclusion d. Creating a hypothesis Ans: B

2. Why are research questions important? a. They replace the need for objectives b. They help set boundaries for the literature review c. They determine the length of the project d. They eliminate the need for data analysis Ans: B

3. Which of the following is a common weakness in research questions? a. Being too specific b. Being too sensitive or taboo c. Being based on existing literature d. Being related to business Ans: B

4. Which of the following is an example of a well-formulated research question? a. What is corporate social responsibility? b. How successful is Majestic plc in the Columbian market? c. What are the levels of fraud in procurement? d. What AI tools are used and why?

Ans: B

Learning Objective 4: Recognize how to develop objectives 1. What is the difference between an aim and an objective? a. Aim is specific; objective is general b. Aim is what you want to achieve; objective is how you achieve it c. Aim is optional; objective is mandatory d. Aim is measurable; objective is not Ans: B 2. What does the ‘SMART’ acronym stand for? a. Simple, Measurable, Accurate, Relevant, Timed b. Specific, Measurable, Achievable, Relevant, Timed c. Strategic, Meaningful, Applicable, Realistic, Timed d. Specific, Manageable, Attainable, Reliable, Tested Ans: B

3. Why is it important to limit the number of objectives? a. To reduce the word count b. To ensure each objective is fully addressed c. To avoid supervisor feedback d. To simplify the conclusion Ans: B

4. What should be avoided when writing objectives? a. Bullet-point format

b. Clear structure c. Contradictory statements d. Specific focus Ans: C

Learning Objective 5: Evaluate your own research questions 1. Which type of research question is considered ‘too big’? a. What is corporate social responsibility? b. How successful is Majestic plc in the Columbian market? c. How is a new product perceived by customers, managers, and employees? d. What are the features of second-hand clothing apps?

Ans: C 2. What is a sign that a research question is ‘too fragmented’? a. It contains multiple sub-questions b. It is based on a single concept c. It is too short d. It lacks relevance Ans: A 3. What is a common issue with ‘look-alike’ questions? a. They are too sensitive b. They are repetitive and lack distinction c. They are too short d. They are unrelated to the topic Ans: B

4. What is a recommended way to judge your research questions? a. Compare with other students’ work b. Consult your supervisor c. Avoid reading literature

d. Focus only on the topic title Ans: B

Learning Objective 6: Understand the relationship between theory, research questions and objectives 1. What is the role of theory in research? a. To entertain the reader b. To explain and predict phenomena c. To replace data collection d. To avoid using literature Ans: B

2. What does a hypothesis do? a. It summarizes the conclusion b. It proposes a possible answer to a research question c. It replaces the literature review d. It eliminates the need for analysis Ans: B

3. What are the two types of variables in a hypothesis? a. Primary and secondary b. Independent and dependent c. Internal and external d. Qualitative and quantitative Ans: B

4. What is a null hypothesis? a. A hypothesis that is always true b. A hypothesis that predicts a strong relationship c. A hypothesis that states no relationship exists

d. A hypothesis that is based on opinion Ans: C

Chapter 3: Conducting a literature review Learning Objective 1: Understand the nature of a literature review 1. What does the term ‘literature’ refer to in academic research? a. Fictional books and novels b. All sources of published material c. Only peer-reviewed journal articles d. Online blogs and forums Ans: B

2. A literature review is best described as: a. A summary of your research findings b. A list of books you plan to read c. Identifying and evaluating published work d. A timeline of your research process Ans: C

3. What is the primary purpose of conducting a literature review? a. To avoid writing a methodology chapter b. To demonstrate your understanding of previous research c. To replace the need for data collection d. To summarize your own opinions Ans: B

4. What should be prioritized when selecting sources for a literature review? a. Trade magazines b. Academic sources c. Social media posts

d. Personal blogs Ans: B

Learning Objective 2: Be able to explain the importance of conducting a critical literature review 1. Reviewing literature helps researchers to: a. Reinvent the wheel b. Discover new ideas for their own research c. Avoid reading academic journals d. Skip the analysis section Ans: B

2. A literature review contributes to your research by: a. Providing entertainment b. Organizing your thoughts and evidence c. Replacing the need for a hypothesis d. Avoiding theoretical frameworks Ans: B

3. Which of the following is a benefit of a literature review? a. It guarantees publication b. It reveals flaws in existing research c. It eliminates the need for data collection d. It allows for personal storytelling Ans: B

4. Conducting a literature review ensures: a. You are duplicating previous studies b. You are contributing to an area already well-covered c. You are building on existing knowledge

d. You are avoiding academic sources Ans: C

Learning Objective 3: Know the stages in the literature review iterative process 1. What does it mean for the literature review to be ‘iterative’? a. It is completed in one sitting b. It involves repeating cycles of refinement c. It follows a strict linear path d. It is optional in academic research Ans: B

2. Which of the following is the first step in the literature review process? a. Writing your conclusion b. Defining research questions and objectives c. Conducting interviews d. Submitting your final draft Ans: B

3. Keywords are used in literature reviews to: a. Tag your study for social media b. Search for relevant sources c. Replace citations d. Summarize your findings Ans: B

4. What should you do if you can’t find relevant literature? a. Change your topic immediately b. Assume no research exists c. Reassess your keywords and search strategy d. Skip the literature review Ans: C

Learning Objective 4: Know various sources of literature 1. Which source is considered most credible for academic research? a. Wikipedia b. Peer-reviewed academic journals c. Personal blogs d. Social media posts Ans: B

2. What is the main advantage of using abstracts? a. They provide full-text articles b. They summarize the article content quickly c. They eliminate the need for reading d. They are written by students Ans: B

3. What is a citation index used for? a. To find the author’s biography b. To measure how often a work is cited c. To list all books in a library d. To summarize newspaper articles Ans: B

4. Which of the following is a disadvantage of textbooks? a. They are peer-reviewed b. They lack the latest research developments c. They are easy to read d. They include glossaries Ans: B

Learning Objective 5: Explain the different ways of organizing a literature review 1. A chronological literature review is organized by: a. Themes b. Methodologies c. Time periods d. Keywords Ans: C

2. A thematic literature review is structured around: a. Author names b. Key issues and topics c. Publication dates d. Abstracts Ans: B

3. Which approach focuses on how research was conducted? a. Chronological b. Systematic c. Methodological d. Thematic Ans: C

4. Which literature review approach is most likely to use meta-analysis? a. Systematic b. Chronological c. Thematic d. Methodological Ans: A

Learning Objective 6: Know how to present a literature review 1. What is the recommended structure for a literature review? a. Abstract, results, discussion b. Introduction, main body, conclusion c. Title, references, appendix d. Hypothesis, methodology, findings Ans: B

2. What should be included in the conclusion of a literature review? a. Personal reflections b. Summary of leading articles and future research directions c. A list of websites d. A glossary of terms Ans: B

3. What is a common mistake in poor literature reviews? a. Including too many sources b. Writing a critical analysis c. Verbatim reproduction of texts d. Using tables and charts Ans: C

4. What percentage of your overall word count should the literature review typically be? a. 5–10% b. 15–20% c. 25–30% d. 40–50% Ans: C

Chapter 4: Addressing ethical issues Learning Objective 1: Understand the nature of business ethics 1. Which of the following best distinguishes ethics from social responsibility? a. Ethics is about legal compliance; social responsibility is about marketing b. Ethics relates to morality; social responsibility relates to public expectations c. Ethics is optional; social responsibility is mandatory d. Ethics is for individuals; social responsibility is for governments Ans: B

2. Which of the following is NOT a stakeholder in ethical research? a. Research participants b. The researcher c. The wider community d. Unrelated third parties Ans: D

3. Transparency in research data use includes: a. Hiding sensitive findings b. Sharing data only with friends c. Clearly explaining how data is stored and used d. Avoiding data collection altogether Ans: C

4. Ethical behaviour in business is defined as: a. Following company rules b. Acting in line with societal principles and norms c. Avoiding taxes d. Maximizing shareholder value Ans: B

Learning Objective 2: Appreciate the importance of ethics in business 1. Why is ethics important for long-term business success? a. It reduces the need for marketing b. It builds trust with stakeholders c. It guarantees profit d. It eliminates competition Ans: B

2. What is a consequence of unethical behaviour in business? a. Increased customer loyalty b. Enhanced brand reputation c. Erosion of trust and reputation d. Improved employee morale Ans: C

3. Which business function is LEAST likely to face ethical concerns? a. Marketing b. Finance c. Human Resources d. None of these Ans: D

4. Ethical practice in marketing often involves: a. Prioritizing customer needs above all else b. Balancing corporate demands with customer interests c. Avoiding pricing strategies d. Sharing confidential information when somebody asks for it Ans: B

Learning Objective 3: Know how to address ethical issues 1. What is the purpose of an informed consent form? a. To collect participant payments b. To ensure participants understand and agree to the research c. To advertise the research d. To replace ethical approval Ans: B

2. Which of the following is NOT a principle of informed consent? a. Voluntary participation b. Deception about the study c. Right to withdraw d. Clear explanation of risks Ans: B

3. What does anonymity mean in research? a. Participants are paid anonymously b. Participants’ names are not linked to their responses c. Participants are not informed d. Participants are not recorded Ans: B

4. Confidentiality in research refers to: a. Keeping participant identities secret b. Treating collected data with discretion c. Avoiding data collection d. Not publishing findings Ans: B

Learning Objective 4: Recognize how ethics can be interpreted across cultures 1. What does ethical relativism suggest? a. Ethics are universal b. Ethics vary by culture and era c. Ethics are irrelevant d. Ethics are fixed by law Ans: B

2. When conducting cross-cultural research, researchers should: a. Ignore local customs b. Follow only written codes c. Adapt to cultural norms and show respect d. Use identical surveys everywhere Ans: C

3. Which of the following is a challenge in cross-cultural ethics? a. Language barriers b. Varying degrees of confidentiality and anonymity c. Lack of internet access d. Uniform ethical standards Ans: B

4. What should researchers do when compiling surveys across cultures? a. Use humour to engage participants b. Avoid sensitive topics c. Translate questions literally d. Skip ethical approval Ans: B

Learning Objective 5: Realize why your research needs ethical approval 1. Which of the following is NOT a reason for seeking ethical approval? a. To minimize risk to participants b. To protect the university’s reputation c. To avoid writing a literature review d. To meet journal publication requirements Ans: C

2. What document outlines the purpose and risks of a study for participants? a. Ethics application form b. Participant information sheet c. Research timetable d. Literature review Ans: B

3. What is the role of the ethics review checklist? a. To summarize findings b. To determine if further ethical approval is needed c. To replace the consent form d. To collect participant data Ans: B

4. What is a common barrier to gaining ethics approval? a. Lack of interest in the topic b. Incomplete understanding of ethics policies c. Too many participants d. Excessive funding Ans: B

Learning Objective 6: Be aware of the role of the university or college research ethics committee 1. What is the main role of the ethics committee? a. To conduct interviews b. To approve research involving human subjects c. To write student proposals d. To publish student work Ans: B

2. Why should students complete an ethics application even if not required? a. To impress their supervisor b. To address ethical concerns and gain peace of mind c. To avoid writing a conclusion d. To reduce word count Ans: B

3. What does the ethics committee evaluate? a. Grammar and spelling b. Methodology and ethical risks c. Supervisor’s feedback d. Student’s GPA Ans: B

4. Which document records a participant’s agreement to take part? a. Ethics checklist b. Consent form c. Literature review d. Abstract Ans: B

Learning Objective 7: Be aware of the consequences of not following ethical guidelines 1. What is a possible consequence of plagiarism? a. Promotion b. Expulsion from university c. Extra credit d. Publication in a journal Ans:

2. What is self-plagiarism? a. Copying someone else’s work b. Reusing your own previously submitted work c. Paraphrasing without citation d. Using AI tools for writing Ans: B

3. Which of the following is considered collusion? a. Working with a supervisor b. Two students submitting joint work as individual submissions c. Citing multiple sources d. Using a reference manager Ans: B

4. What is a consequence of unethical dissemination of research? a. Increased credibility b. Breach of trust and reputation damage c. Higher grades d. Faster publication Ans: B

Chapter 5: Establishing a research design Learning Objective 1: Know what is meant by the term research design, and why it is important to the student researcher 1. What is the primary purpose of a research design? a. To summarize previous studies b. To guide the research process through a structured plan c. To collect data randomly d. To avoid ethical approval Ans: B

2. Research design is influenced by: a. The researcher’s personal interests b. Technical and contextual considerations c. The number of citations d. The length of the literature review Ans: B

3. What does the Honeycomb of Research Methodology suggest about research design? a. It is unrelated to research philosophy b. It is determined solely by data collection methods c. It is influenced by research philosophy and strategy d. It is optional for student researchers Ans: C

4. Which of the following best describes research design? a. A list of references b. A framework for collecting and analysing data c. A summary of findings d. A method for writing conclusions Ans: B

Learning Objective 2: Explain the different types of research design 1. Which research design is best suited for studying a single organization in depth? a. Experimental b. Case study c. Comparative d. Archival Ans: B

2. Which design compares two or more groups on a single variable? a. Longitudinal b. Comparative c. Archival d. Experimental Ans: B

3. What distinguishes experimental design from other types? a. It uses only qualitative data b. It avoids manipulation of variables c. It identifies cause-and-effect relationships d. It excludes control groups Ans: C

4. Which design uses public records or raw data? a. Archival b. Case study c. Experimental d. Comparative Ans: A

Learning Objective 3: Understand the impact of time horizons on research 1. A cross-sectional design typically involves: a. Repeated observations b. Data collection at a single point in time c. Long-term analysis d. Secondary data only Ans: B

2. What is a limitation of cross-sectional design? a. It requires multiple researchers b. It cannot track changes over time c. It excludes quantitative data d. It is more expensive than longitudinal design Ans: B

3. Which design is best for studying trends over time? a. Comparative b. Archival c. Longitudinal d. Cross-sectional Ans: C

4. What is a common challenge in longitudinal studies? a. Lack of ethical approval b. High dropout rates among participants c. Inability to use surveys d. Limited access to literature Ans: B

Learning Objective 4: Explain what is meant by reliability and why it is important to researchers 1. Reliability refers to: a. The ability to measure what is intended b. The consistency and stability of results c. The number of participants d. The length of the research Ans: B

2. Which type of reliability involves repeating the same test over time? a. Inter-judgemental b. Parallel forms c. Testing and retesting d. Face validity Ans: C

3. What is a threat to reliability? a. Using multiple sources b. Observer influence c. Clear research questions d. Triangulation Ans: B

4. What does parallel forms of reliability involve? a. Using identical questions in two different studies b. Using two different but equivalent tools to measure the same construct c. Repeating the same test with different people d. Doing statistical analysis again and again Ans: B

Learning Objective 5: Know the different types of validity 1. What does validity assess in research? a. The consistency of results b. Whether the instrument measures what it is intended to measure c. The number of citations d. The length of the questionnaire Ans: B

2. Which type of validity ensures all aspects of a concept are measured? a. Face validity b. Sampling validity c. External validity d. Construct validity Ans: B

3. Construct validity is particularly important in: a. Qualitative research b. Quantitative research c. Literature reviews d. Case studies Ans: B

4. External validity refers to: a. The ability to generalize findings to other settings b. The clarity of research questions c. The consistency of results d. The use of multiple indicators Ans: A

Learning Objective 6: Produce an outline research proposal 1. What is the purpose of a research proposal? a. To present final results b. To outline the research design and plan c. To avoid ethical approval d. To summarize literature only Ans: B

2. A well-structured proposal should: a. Include results and analysis b. Be open-ended c. Be clear, concise and focused d. Contain absolutely everything you could say about your study Ans: C

3. What is a common problem in preliminary literature reviews? a. Overuse of recent sources b. Lack of structure and focus c. Excessive referencing d. Too many key authors cited Ans: B

4. What tool is often used to present a research timetable? a. Pie chart b. Gantt chart c. Bar graph d. Line graph Ans: B

Learning Objective 7: Understand triangulation 1. Methodological triangulation involves: a. Using one method repeatedly b. Using multiple methods to study a phenomenon c. Avoiding data collection d. Ignoring participant feedback Ans: B

2. What is a benefit of triangulation? a. It eliminates the need for sampling b. It provides cross-data validity checks c. It reduces the number of variables d. It simplifies analysis Ans: B

3. Which triangulation type involves multiple researchers? a. Data triangulation b. Investigator triangulation c. Construct triangulation d. Sampling triangulation Ans: B

4. Triangulation of theories refers to: a. Using one theory throughout b. Interpreting results using multiple perspectives c. Continually changing your theoretical framework d. Repeating the same analysis Ans: B

Chapter 6: Quantitative methods Learning Objective 1: Know what primary data are 1. What are primary data? a. Data collected by other researchers b. Data gathered for your own study c. Data found in textbooks d. Data used in secondary analysis Ans: B

2. Which of the following is NOT a reason to use primary data? a. Secondary data are unavailable b. Secondary data are inappropriate c. Primary data are always easier to collect d. Institutional requirement Ans: C

3. What is a key challenge of collecting primary data? a. Finding published sources b. Managing a large sample size c. Avoiding plagiarism d. Using secondary data Ans: B

4. Which of the following is a benefit of including primary data in your research? a. It eliminates the need for analysis b. It shows deeper investigation into the topic c. It avoids ethical approval d. It replaces the literature review Ans: B

Learning Objective 2: Understand quantitative methods 1. Which method is most commonly associated with quantitative research? a. Focus groups b. Questionnaire surveys c. Ethnographic studies d. Literature reviews Ans: B

2. What is a Likert scale used to measure? a. Frequency of behaviour b. Attitudes or opinions c. Demographic data d. Income levels Ans: B

3. Which of the following is a disadvantage of using open questions? a. They are easy to analyse b. They produce short answers c. They are time consuming to interpret d. They limit participant expression Ans: C

4. What is the purpose of a reverse question in a questionnaire? a. To confuse respondents b. To reduce tick box syndrome c. To increase survey length d. To collect demographic data Ans: B

Learning Objective 3: Appreciate different questioning techniques 1. What is the main advantage of using open questions? a. They produce numerical data b. They allow detailed responses c. They are easy to code d. They reduce response time Ans: B

2. Which type of question asks respondents to put items in order of preference? a. Likert scale b. Semantic differential c. Rank order d. Category question Ans: C

3. What is a common issue with closed questions? a. They are difficult to interpret b. They may oversimplify complex opinions c. They require long answers d. They are always qualitative Ans: B

4. Which of the following is NOT a recommended practice for demographic questions? a. Use inclusive language b. Include ‘Prefer not to say’ c. Ask only if relevant d. Always require an answer Ans: D

Learning Objective 4: Know how to conduct a questionnaire 1. What is the purpose of a pilot study? a. To finalize the research findings b. To test the questionnaire before full deployment c. To collect secondary data d. To avoid ethical approval Ans: B

2. What should be included in a covering letter? a. A summary of results b. A list of references c. Purpose and benefits of the research d. A copy of the literature review Ans: C

3. What is the best placement for sensitive questions? a. At the beginning b. In the middle c. At the end d. Scattered throughout Ans: C

4. What does coding in a questionnaire help with? a. Increasing response rate b. Simplifying data analysis c. Avoiding ethical issues d. Reducing survey length Ans: B

Learning Objective 5: Identify the importance of ethical issues associated with web-based surveys 1. What is a key ethical requirement for web-based surveys? a. Avoiding demographic questions b. Providing a submit button for consent c. Using only closed questions d. Posting results immediately Ans: B

2. Why should researchers include a closing page in web-based surveys? a. To collect more data b. To provide contact details for follow-up c. To increase response rate d. To summarize findings Ans: B

3. What is a risk of using web-based surveys? a. High cost b. Limited access for some participants c. Excessive response time d. Lack of anonymity Ans: B

4. What is one way to ensure participant confidentiality? a. Use open-ended questions b. Avoid collecting any data c. Implement secure data storage measures d. Share responses publicly Ans: C

Chapter 7: Qualitative methods Learning Objective 1: Understand qualitative methods 1. What is the primary focus of qualitative data? a. Numerical analysis b. Statistical modelling c. Non-numerical insights d. Financial forecasting Ans: C

2. Which of the following is a typical qualitative method? a. Questionnaire survey b. Focus group interview c. Regression analysis d. Data mining Ans: B

3. Qualitative methods are most aligned with which philosophical stance? a. Positivist b. Interpretivist c. Realist d. Pragmatist Ans: B

4. What is a key benefit of using qualitative methods? a. They eliminate the need for ethics approval b. They provide rich, contextual understanding c. They are faster than quantitative methods d. They require no planning Ans: B

Learning Objective 2: Know how to conduct interviews 1. What distinguishes an interview from a questionnaire? a. Use of multiple-choice questions b. Presence of an interviewer c. Use of Likert scales d. Anonymous responses Ans: B

2. Which interview type allows the most flexibility? a. Structured b. Unstructured c. Semi-structured d. Close-ended Ans: C

3. What is a key advantage of face-to-face interviews? a. They eliminate transcription b. They allow observation of non-verbal cues c. They require no planning d. They are anonymous Ans: B

4. What should be done at the end of an interview? a. Ask for a second interview b. Share your literature review c. Thank the participant and offer a summary of findings d. Request a reference Ans: C

Learning Objective 3: Appreciate how to record qualitative data 1. What is a major benefit of recording interviews? a. Avoids ethical approval b. Captures verbatim responses c. Reduces the need for analysis d. Speeds up transcription Ans: B

2. What is a potential drawback of recording interviews? a. Participants may feel uncomfortable b. It eliminates the need for notes c. It guarantees accuracy d. It reduces cost Ans: A

3. What is a recommended backup to recording? a. Skip note-taking b. Use a second recorder c. Take handwritten notes d. Ask for written responses Ans: C

4. What is a key ethical consideration when recording? a. Use of multiple devices b. Participant consent c. Length of interview d. Type of questions Ans: B

Learning Objective 4: Understand the range of observational techniques 1. What is disguised observation? a. Subjects know they are being observed b. Subjects are unaware of the observation c. Observer interacts with subjects d. Observer uses surveys Ans: B

2. What is participant observation? a. Observer remains detached b. Observer joins and interacts with the group c. Observer uses only video d. Observer avoids contact Ans: B

3. Which of the following is a non-participant observation? a. Joining a team meeting b. Interviewing employees c. Watching a training session without interaction d. Conducting a focus group Ans: C

4. What is a key risk in observational research? a. Overuse of statistics b. Observer bias c. Lack of recording tools d. Excessive sample size Ans: B

Learning Objective 5: Know how to conduct fieldwork within your own organization 1. What is the first step in conducting fieldwork in your own organization? a. Start observing immediately b. Seek approval from your superior c. Record without consent d. Skip ethics review Ans: B

2. What is a key benefit of conducting fieldwork in your own organization? a. Avoids data analysis b. Easier access to subjects c. No need for planning d. Guaranteed publication Ans: B

3. What is a potential challenge of internal fieldwork? a. Lack of interest in the topic b. Observer bias due to familiarity c. Excessive sample size d. Limited access to literature Ans: B

4. What is a common ethical requirement for internal fieldwork? a. Avoiding contact with participants b. Using disguised observation c. Obtaining informed consent d. Skipping data recording Ans: C

Learning Objective 6: Appreciate cultural issues and data collection 1. What is a key risk in cross-cultural research? a. Using too many participants b. Misinterpreting culturally bound concepts c. Overusing statistics d. Avoiding translation Ans: B

2. What does functional equivalence refer to? a. Using identical questions that are equivalent to each other b. Ensuring variables perform the same function across cultures c. Avoiding figurative language d. Using numeric data and equations Ans: B

3. What is instrument equivalence concerned with? a. Ensuring identical sample sizes b. Matching vocabulary and measurement tools across cultures c. Using only open questions d. Avoiding pilot studies Ans: B

4. What is a recommended practice in cross-cultural research? a. Use long, complex sentences b. Avoid back translation c. Use short, clear sentences with one idea d. Include metaphors for clarity Ans: C

5. What is a common issue in cross-cultural data collection?

a. High cost of surveys b. Status differences causing response bias c. Excessive use of focus groups d. Lack of interest in the topic Ans: B

Chapter 8: Using secondary data Learning Objective 1: Define secondary data 1. Which of the following is NOT a source of secondary data? a. Government reports b. Academic journals c. Personal interviews d. Company websites Ans: C

2. Secondary data are typically used: a. When primary data are unavailable or impractical b. To replace literature reviews c. Only in scientific experiments d. For collecting demographic information directly Ans: A

3. Which of the following best describes secondary data? a. Raw data collected by the researcher b. Data collected by someone else for a different purpose c. Data collected through surveys d. Data collected through observation Ans: B

4. Which of the following is an example of secondary data?

a. A student’s own questionnaire results b. A company’s internal sales report from last year c. A transcript from a new interview d. A diary written during fieldwork Ans: B

Learning Objective 2: Understand the different types of secondary data 1. Which of the following is an internal source of secondary data? a. Government census b. Competitor brochures c. Customer records d. Trade magazines Ans: C

2. Which of the following is an external source of secondary data? a. Sales invoices b. Board meeting minutes c. Employee feedback forms d. Industry reports from a trade association Ans: D

3. What type of secondary data is typically purchased from specialized agencies? a. Internal memos b. Mailing lists c. Lecture notes d. Personal diaries Ans: B

4. What is a common issue with external secondary data? a. It is always free

b. It is exclusive to one organization c. It may be outdated or unreliable d. It is only available in printed form Ans: C

Learning Objective 3: Know the advantages and disadvantages of secondary data 1. What is a major advantage of using secondary data? a. It eliminates the need for analysis b. It saves time and resources c. It guarantees accuracy d. It avoids ethical considerations Ans: B

2. Secondary data are ideal for which type of study? a. Experimental b. Longitudinal c. Ethnographic d. Observational Ans: B

3. What is a common challenge when using secondary data? a. It is too detailed b. It may not match the research problem c. It is always qualitative d. It is collected in real time Ans: B

4. What is a risk when using raw secondary data?

a. It is too expensive b. It requires processing to be useful c. It is always biased d. It cannot be analysed Ans: B

Learning Objective 4: Know how to access secondary data 1. Which of the following is a recommended starting point for accessing secondary data? a. Social media b. University library databases c. Personal blogs d. Unverified forums Ans: B

2. What is a key advantage of using government websites for secondary data? a. They are always free b. They provide large, transparent datasets c. They offer primary data d. They require subscriptions Ans: B

3. Which of the following is NOT a recommended source of secondary data? a. Peer-reviewed journals b. Company websites c. Lecture notes d. Anonymous blog posts Ans: D

4. What is a risk of relying heavily on Internet-based sources? a. They are always peer-reviewed

b. They may lack credibility and accuracy c. They are difficult to access d. They are always outdated Ans: B

Learning Objective 5: Be aware of the possible usage of non-English language sources 1. What is a benefit of using non-English sources? a. They are easier to cite b. They expand the range of available data c. They eliminate translation issues d. They are always more reliable Ans: B

2. What is a challenge of using non-English sources? a. They increase the word count b. They require justification and explanation of translation c. They are not allowed in English academic research d. They are only available in print Ans: B

3. How should non-English sources be referenced? a. Only in footnotes b. With the translated title only c. With the original title followed by the English translation d. Using the translator’s name as the author Ans: C

4. Why might international students benefit from using non-English sources?

a. They are required to use them b. They are familiar with local publications c. They avoid ethical approval d. They are easier to analyse Ans: B

Learning Objective 6: Appreciate how to evaluate secondary data 1. What is the first step in evaluating secondary data? a. Check the formatting b. Assess its accuracy c. Translate the content d. Compare with primary data Ans: B

2. What is a sign that a secondary source may be biased? a. It includes multiple viewpoints b. It is published by a reputable journal c. It is sponsored by a vested interest group d. It includes statistical data Ans: C

3. What is a recommended way to verify secondary data? a. Use only one source b. Cross-check with other sources c. Avoid academic journals d. Ignore publication dates Ans: B

4. What is a subject gateway? a. A blog with expert opinions

b. A pre-evaluated website with vetted content c. A government portal for primary data d. A social media platform Ans: B

Learning Objective 7: Know how to link primary and secondary data 1. How can secondary data support primary findings? a. By contradicting all results b. By providing background context and comparison c. By replacing primary data d. By avoiding interpretation Ans: B

2. What should be done when primary and secondary data conflict? a. Ignore the secondary data b. Describe both without analysis c. Compare, analyse, and interpret the differences d. Choose the more recent data Ans: C

3. What is a common use of secondary data in mixed-methods research? a. To replace qualitative data b. To triangulate findings c. To avoid data collection d. To reduce sample size Ans: B

4. What is a risk when linking primary and secondary data? a. Overlap in research questions b. Misalignment in definitions and measures

c. Excessive citations d. Too much qualitative data Ans: B

Learning Objective 8: Understand how to present secondary data 1. What is raw data? a. Data that has been processed b. Data presented in charts c. Unprocessed data collected by others d. Data from academic journals Ans: C

2. What is cooked data? a. Data that has been summarized or formatted b. Data collected through interviews c. Data from government websites d. Data that is outdated Ans: A

3. Which of the following is a suitable way to present quantitative secondary data? a. Direct quotes b. Charts and tables c. Anecdotes d. Literature reviews Ans: B

4. How should qualitative secondary data be presented? a. Through images b. Using direct quotations and thematic summaries c. With footnotes

d. In handwritten documents Ans: B

Chapter 9: Sampling Learning Objective 1: Know the stages in the sampling process 1. What is the first stage in the sampling process? a. Choose your sampling technique b. Collect your data c. Clearly define your target population d. Assess your response rate Ans: C

2. What does the sampling frame represent? a. The entire population b. A list of accessible cases from the population c. A list of survey questions d. A summary of the sample size Ans: B

3. What is the final stage in the sampling process? a. Determine sample size b. Assess response rate and suitability of responses c. Choose sampling technique d. Define population Ans: B 4. What does the term ‘subject’ refer to in sampling? a. A research question b. A specific individual participating in a study c. A type of sampling method

d. A data collection tool Ans: B

Learning Objective 2: Understand the reasons for sampling 1. Why is sampling often necessary in research? a. To avoid ethical approval b. Because populations are usually too large to study entirely c. To eliminate bias d. Because primary data are unavailable Ans: B

2. What is a common barrier to accessing the entire population? a. High response rate b. Sensitive research topic c. Use of probability sampling d. Small sample size Ans: B

3. Why might a researcher choose to sample rather than survey the entire population? a. To increase bias b. To reduce cost and time c. To avoid data analysis d. To eliminate the need for a sampling frame Ans: B

4. What is a key limitation of surveying an entire population? a. It is always biased b. It requires no planning c. It is often unrealistic due to time and cost constraints d. It eliminates sampling error

Ans: C

Learning Objective 3: Recognize the differences between probability and nonprobability sampling 1. What distinguishes probability sampling? a. Cases are selected based on convenience b. Every item has an equal chance of selection c. Sampling is based on judgement d. It is used only in qualitative research Ans: B

2. Which of the following is a non-probability sampling method? a. Simple random sampling b. Stratified sampling c. Snowball sampling d. Cluster sampling Ans: C

3. What is a key limitation of non-probability sampling? a. It is always expensive b. It cannot be used in case studies c. It does not allow statistical inference to the wider population d. It requires a sampling frame Ans: C

4. What is a benefit of probability sampling? a. It avoids the need for a sampling frame b. It allows for statistical generalization c. It is always cheaper

d. It eliminates sampling error Ans: B

Learning Objective 4: Apply a range of sampling techniques 1. What is the main feature of stratified sampling? a. Selecting every nth case b. Dividing the population into subgroups and sampling each c. Choosing cases based on availability d. Using a snowball approach Ans: B

2. Which technique involves selecting participants based on ease of access? a. Judgement sampling b. Convenience sampling c. Cluster sampling d. Systematic sampling Ans: B

3. What is a key advantage of cluster sampling? a. It eliminates bias b. It is cost effective for geographically dispersed populations c. It requires no sampling frame d. It ensures high precision Ans: B

4. What does quota sampling aim to achieve? a. Random selection b. Equal representation of predetermined characteristics c. Maximum sample size d. Elimination of bias

Ans: B

Learning Objective 5: Appreciate the combining of sampling techniques 1. Why might a researcher combine sampling techniques? a. To reduce the sample size b. To increase reliability and validity through triangulation c. To avoid ethical approval d. To simplify data analysis Ans: B

2. Which combination is commonly used in student research? a. Cluster and stratified sampling b. Convenience and judgement sampling c. Systematic and snowball sampling d. Quota and multi-stage sampling Ans: B

3. What is a benefit of combining sampling techniques? a. It guarantees generalizability b. It allows for more diverse data collection c. It eliminates bias d. It avoids the need for a sampling frame Ans: B

4. What is a challenge when combining sampling techniques? a. It reduces response rate b. It can be time consuming and costly c. It eliminates sampling error d. It avoids ethical concerns Ans: B

Learning Objective 6: Know how to determine sample size 1. What is a key factor in determining sample size? a. The number of questions in the survey b. The confidence level required c. The type of interview used d. The length of the literature review Ans: B

2. What does a 95% confidence level mean? a. 95 out of 100 samples will be biased b. 95 out of 100 samples will contain the true population value within the margin of error c. 95% of the population will respond d. 95% of the sample is representative Ans: B

3. What is sampling error? a. The number of incomplete surveys b. The numerical difference between a sample statistic and the true population value it is trying to estimate c. The number of questions skipped d. The difference between primary and secondary data Ans: B

4. What is a recommended way to account for non-responses? a. Reduce sample size b. Increase sample size by at least 30% c. Use only secondary data d. Avoid follow-ups Ans: B

Learning Objective 7: Recognize issues associated with response and nonresponse 1. What does response rate measure? a. Number of completed surveys b. Number of cases agreeing to participate c. Number of questions answered d. Number of surveys distributed Ans: B

2. What is completion rate? a. Number of surveys started b. Number of surveys completed out of those started c. Number of responses received d. Number of questions skipped Ans: B

3. What is a consequence of low response rate? a. Increased generalizability b. Greater likelihood of sample bias c. Reduced cost d. Higher completion rate Ans: B

4. What is a reserve sample used for? a. To replace the sampling frame b. To increase sample size if response rate is low c. To avoid bias d. To eliminate sampling error

Ans: B

Learning Objective 8: Understand how sampling relates to both primary and secondary data collection 1. How is sampling used in secondary data? a. To collect new data b. To select a subset of existing data for analysis c. To avoid data analysis d. To eliminate bias Ans: B

2. Which sampling method can be applied to secondary data? a. Convenience sampling b. Quota sampling c. Simple random sampling d. Snowball sampling Ans: C

3. What is a challenge when sampling secondary data? a. Lack of access to raw data b. Difficulty in selecting relevant subsets c. Need for primary data d. High response rate Ans: B

4. What is a reason to sample secondary data? a. To avoid using primary data b. To analyse every case in the dataset c. To focus on specific demographics or regions

d. To eliminate sampling error Ans: C

Chapter 10: Analyzing quantitative data Learning Objective 1: Know what is meant by quantitative data analysis 1. What does quantitative data analysis primarily involve? a. Interpreting visual art b. Analysing numerical data c. Conducting interviews d. Reviewing literature Ans: B

2. Which research philosophy is most associated with quantitative data? a. Interpretivist b. Constructivist c. Positivist d. Realist Ans: C

3. What is a benefit of using statistical software packages? a. They eliminate the need for sampling b. They reduce the time needed for analysis c. They replace the need for interpretation d. They guarantee accurate results Ans: B

4. Which type of analysis is used to make inferences about a population? a. Descriptive statistics b. Inferential statistics c. Visual analysis

d. Content analysis Ans: B

Learning Objective 2: Understand how to summarize data 1. What does a pie chart typically represent? a. Continuous data b. Categorical data c. Ratio data d. Interval data Ans: B

2. What is a key feature of a histogram? a. Gaps between bars b. Representation of continuous data c. Use of colours for categories d. Display of ordinal data Ans: B

3. What is a cross-tabulation used for? a. Showing frequency of one variable b. Displaying univariate data c. Examining relationships between two variables d. Summarizing qualitative themes Ans: C

4. What does a scatter diagram illustrate? a. Frequency distribution b. Relationship between two variables c. Central tendency d. Range of values

Ans: B

Learning Objective 3: Be able to apply measures of central tendency 1. Which measure of central tendency is calculated by summing all values and dividing by the number of observations? a. Mode b. Median c. Mean d. Range Ans: C

2. What is the median in a data set? a. The most frequent value b. The average of all values c. The middle value when data are ordered d. The highest value Ans: C

3. Which measure can be used with nominal data? a. Mean b. Median c. Mode d. Range Ans: C

4. Which measure is unaffected by outliers? a. Mean b. Median c. Mode d. Range

Ans: B

Learning Objective 4: Be able to apply measures of dispersion 1. What does the standard deviation measure? a. The average value b. The spread of data around the mean c. The number of observations d. The frequency of responses Ans: B

2. What is the range in a data set? a. The average of all values b. The difference between the highest and lowest values c. The most frequent value d. The middle value Ans: B

3. What is the interquartile range? a. The difference between the highest and lowest values b. The spread of the middle 50% of data c. The average of all values d. The number of categories Ans: B

4. What does a high standard deviation indicate? a. Data are closely clustered b. Data are widely spread c. Data are normally distributed d. Data are skewed Ans: B

Learning Objective 5: Understand inferential statistics 1. What is the purpose of inferential statistics? a. To summarize data b. To make predictions about a population c. To visualize data d. To collect qualitative responses Ans: B

2. What does a hypothesis test evaluate? a. The frequency of responses b. The validity of a research question c. Whether a sample supports a population assumption d. The number of variables Ans: C

3. What does a confidence interval provide? a. A single value estimate b. A range of values likely to contain a population parameter c. A visual representation of data d. A summary of qualitative feedback Ans: B

4. What is a Type I error? a. Failing to reject a false null hypothesis b. Rejecting a true null hypothesis c. Accepting an alternative hypothesis d. Using the wrong statistical test Ans: B

Learning Objective 6: Recognize statistical software packages 1. What is a key advantage of using statistical software? a. It eliminates the need for data collection b. It automates complex calculations c. It replaces the need for interpretation d. It guarantees accurate results Ans: B

2. Which software is open-source and ideal for large datasets? a. SPSS b. R c. Stata d. Excel Ans: B

3. What is a limitation of R for student researchers? a. It lacks visualization tools b. It is not suitable for large datasets c. It requires programming experience d. It is not open-source Ans: C

4. What is a benefit of using SPSS for students? a. It requires coding skills b. It is difficult to learn c. It is user friendly and integrates with Microsoft Word d. It is only available for professionals Ans: C

Chapter 11: Analyzing qualitative data Learning Objective 1: Know what is meant by qualitative analysis 1. What does qualitative analysis primarily focus on? a. Numerical trends b. Statistical modelling c. Exploratory insights from non-numerical data d. Predictive algorithms Ans: C

2. What is a common misconception about qualitative analysis? a. It is more rigorous than quantitative analysis b. It is easier and less time consuming than quantitative analysis c. It requires advanced software d. It cannot be used for interviews Ans: B

3. Which of the following is NOT typically a source of qualitative data? a. Interview transcripts b. Observational notes c. Survey frequency tables d. Visual images Ans: C

4. What is the role of the Honeycomb of Research Methodology in qualitative analysis? a. It outlines statistical tests b. It provides a linear model for data collection c. It highlights common qualitative approaches d. It defines coding categories Ans: C

Learning Objective 2: Understand the process of qualitative analysis 1. What is the first step in the qualitative analysis process? a. Coding the data b. Writing the report c. Transcribing the data d. Creating themes Ans: C

2. What is the purpose of creating a coding frame? a. To generate numerical summaries b. To organize codes into categories and themes c. To eliminate irrelevant data d. To automate transcription Ans: B

3. What is a theme in qualitative analysis? a. A statistical measure b. A single word from a transcript c. A broad idea linking categories d. A type of visual data Ans: C

4. What is the final step in qualitative analysis? a. Coding the data b. Transcribing interviews c. Interpretation and writing the report d. Creating a coding frame Ans: C

Learning Objective 3: Appreciate how to code data 1. What is a code? a. A numerical value assigned to a variable b. A label representing a theoretical or descriptive idea c. A type of software d. A statistical formula Ans: B

2. What is a category in coding? a. A group of unrelated codes b. A single keyword c. A group of codes with something in common d. A visual representation Ans: C

3. What is the difference between inductive and deductive coding? a. Inductive uses statistics; deductive uses interviews b. Inductive develops codes from data; deductive uses pre-defined codes c. Inductive is faster; deductive is more accurate d. Inductive uses software; deductive uses manual methods Ans: B

4. What is a benefit of using a coding frame? a. It eliminates the need for transcription b. It allows for comparative analysis with previous studies c. It replaces the need for categories d. It avoids the use of themes Ans: B

Learning Objective 4: Know the different types of qualitative analytical tools 1. What is grounded theory primarily used for? a. Testing existing theories b. Generating theory from data c. Qualifying survey results d. Creating visual research Ans: B

2. What does narrative analysis focus on? a. Word frequency b. Chronological stories and life experiences c. Novels d. Visual patterns Ans: B

3. What is the main concern of discourse analysis? a. Speaker appearance b. Use of spoken and written language c. Visual aesthetics d. Speech patterns Ans: B

4. What is a challenge of grounded theory? a. Lack of software support b. Time consuming and requires patience c. Limited data sources d. Inflexible coding structure Ans: B

Learning Objective 5: Know how to quantify qualitative data 1. What is a common technique in content analysis? a. Regression modelling b. Frequency counts of words or categories c. Scatter plots d. Pie charts Ans: B

2. What is a limitation of content analysis? a. It cannot be used with visual data b. It may misinterpret words used out of context c. It requires advanced software d. It avoids coding Ans: B

3. What type of data can content analysis be applied to? a. Only numerical data b. Only interview transcripts c. Both written and visual material d. Only survey responses Ans: C

4. What is a benefit of content analysis? a. It eliminates the need for interpretation b. It is unobtrusive and straightforward c. It guarantees statistical accuracy d. It avoids coding Ans: B

Learning Objective 6: Know what is meant by social media analytics (SMA) 1. What are the three steps in SMA? a. Collect, analyse, publish b. Capture, understand, present c. Code, categorize, visualize d. Transcribe, interpret, report Ans: B 2. What does the ‘capture’ stage in SMA involve? a. Creating visual charts b. Collecting data from social media platforms c. Writing the final report d. Coding interview transcripts Ans: B

3. What is semantic analysis used for in SMA? a. Measuring numerical trends b. Examining meaning and relationships in language c. Creating coding frames d. Designing surveys Ans: B

4. What is a key feature of hashtags in semantic analysis? a. They replace coding frames b. They help identify themes and relationships c. They are used only in visual analysis d. They eliminate the need for transcription Ans: B

Chapter 12: Writing up and presenting your research Learning Objective 1: Know how to go about writing your research project 1. What is a monochronic approach to writing a research project? a. Writing only after all research stages are complete b. Writing chapters one by one c. Writing without letting anyone else see your work d. Writing the project in one long chapter Ans: A

2. What is the Pomodoro technique based on? a. Writing in long uninterrupted sessions b. Alternating between writing and reading c. 25 minutes of focused work followed by short breaks d. Writing only during weekends Ans: C

3. What is a key reason to share your writing experience with peers? a. To avoid supervisor meetings b. To reduce isolation and gain motivation c. To delegate writing tasks d. To avoid proofreading Ans: B

4. What is a common disadvantage of writing up too early? a. Lack of structure b. Frequent amendments due to new findings c. Increased word count d. More editing needed Ans: B

Learning Objective 2: Understand the typical structure of a research project 1. Which chapter typically includes the research problem and objectives? a. Methodology b. Literature review c. Introduction d. Conclusion Ans: C

2. What is the main purpose of the methodology chapter? a. To summarize methods used in other studies b. To present background information c. To explain research design and data collection methods d. To list references Ans: C

3. What should the results and analysis chapter include? a. Only raw data b. A critical evaluation of findings c. A summary of other people’s results d. Just analysis Ans: B

4. What is a key feature of the conclusion chapter? a. Introduction of new objectives b. Detailed review of everything in the report c. Summary of findings and future research suggestions d. Presentation of data Ans: C

Learning Objective 3: Be aware of how to write up your project as a theory or as an argument 1. What is a formal writing style characterized by? a. Conversational tone b. Detached and objective language c. Being boring d. Short sentences Ans: B

2. What is the purpose of signposting in academic writing? a. To add visual appeal b. To guide the reader through the structure of the project c. To reduce word count d. To replace citations Ans: B

3. Which of the following is an example of inclusive language? a. Salesman b. Businesswoman c. Police officer d. Chairman Ans: C

4. What is a key benefit of using inclusive language? a. It simplifies grammar b. It avoids bias and respects diversity c. It reduces word count d. It eliminates the need for citations Ans: B

Learning Objective 4: Know the criteria for evaluating research projects 1. What is a key criterion for evaluating the methodology chapter? a. Use of visual aids b. Justification of chosen methods and sampling c. Number of references d. Length of chapter Ans: B

2. What should the results and discussion chapter demonstrate? a. Only raw data b. Clear presentation and links to literature c. Summary of methodology d. Use of informal language Ans: B

3. What is expected in the conclusion and recommendations chapter? a. Introduction of new research questions b. A list of references c. Realistic recommendations and recognition of limitations d. Detailed statistical analysis Ans: C 4. What does ‘engagement in the research process’ assess? a. Number of citations b. Student’s active involvement in conducting research c. Use of visual aids d. Length of the conclusion Ans: B

Learning Objective 5: Appreciate how to present your research project 1. What is a key consideration when presenting data in tables? a. Use of bright colours b. Clearly label your table c. Size of labels d. Including only percentages Ans: B

2. What should accompany any table or figure in your report? a. A list of references b. A literature review c. An explanation of its relevance to the study d. A summary of methodology used to create it Ans: C

3. What is the purpose of the contents page? a. To give an overview of all the topics covered b. To list all chapters and page numbers c. To present raw data d. To introduce the methodology Ans: B

4. What should be included in the title page? a. Only the student number b. Title, name, supervisor, institution, and date c. Abstract and references d. List of abbreviations Ans: B

Learning Objective 6: Know the common errors found in research projects 1. What is a common error in the introduction chapter? a. Too many references b. Objectives and research questions are unclear c. Excessive use of tables d. Overuse of quotations Ans: B

2. What is a frequent issue in literature reviews? a. Too many visuals b. Lack of critical analysis c. Overuse of primary data d. Excessive word count Ans: B

3. What is a common mistake in the methodology chapter? a. Use of formal language b. Lack of references and detail c. Inclusion of tables d. Use of inclusive language Ans: B

4. What is a typical error in the conclusion chapter? a. Introduction of new objectives b. Summary of findings c. Discussion of limitations d. Recommendations for future research Ans: A