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(download pdf) Research Methods Statistics and Applications 1st Edition Adams Test Bank full chapter
(download pdf) Research Methods Statistics and Applications 1st Edition Adams Test Bank full chapter
(download pdf) Research Methods Statistics and Applications 1st Edition Adams Test Bank full chapter
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TEST BANK QUESTIONS
Chapter 7
1. Correlational designs are sometimes used when variables cannot ethically or feasibly be
manipulated.
*a. True
b. False
3. One of the reasons why correlation does not equal causation is because there is the possibility
that a third variable is responsible for the relationship.
* a. True
b. False
4. The closer the absolute value of a Pearson’s r is to the absolute value of 1.0, the stronger the
relationship between two variables.
* a. True
b. False
5. The more scattered the points on a scatterplot, the stronger the relationship between the
variables.
a. True
* b. False
7. The point-biserial correlation coefficient assesses the relationship between a nominal variable
and interval/ratio variables.
a. True
* b. False
10. The coefficient of determination provides a measure of the average error in predicting Y
values from X values.
a. True
* b. False
14. Correlational designs can have greater external validity than experiments because
correlational designs
*a. better represent the everyday world where we do not manipulate or control events.
b. study true relationships while experiments only manipulate relationships.
c. are more attractive to participants.
d. are easier to conduct.
15. Correlational designs do not establish causality because of all reasons of the following
EXCEPT:
a. There is a lack of control over the variables and context.
b. We do not know which of the variables existed first.
*c. Our variables are interval or ratio scale of measurement.
d. A third variable could be responsible for the relationship between our variables.
16. After a study that assessed the anxiety of students before a Research Methods test, the
researcher reports that all the students scored between 20 and 25 on the 25-point scale of anxiety.
What problem might exist with the scale?
a. Floor effect
*b. Ceiling effect
c. The scale may be unreliable.
d. The scale does not appear to measure anxiety.
18. The statistic used to determine whether a linear relationship exists between two variables is
the
a. Cohen’s d.
b. Y’ determined by a regression equation.
*c. Pearson’s r.
d. Multiple r.
19. A correlation coefficient provides two pieces of information about a relationship. They are
the
*a. strength and direction of a relationship.
b. direction and cause of a relationship.
c. strength and prediction of each variable.
d. direction and effect size of a relationship.
20. The strength of the relationship is evident from ______________, and the direction of the
relationship is evident from ___________ in a correlation coefficient.
a. how close the correlation coefficient is to +1.0; the sign of the coefficient
*b. how close the correlation coefficient is to the absolute value of 1.0; the sign of the coefficient
c. whether the correlation coefficient is positive or negative; the scatterplot
d. the scatterplot; the combination of the variables’ predicted values
21. When two variables move in opposite directions (one increases while the other decreases),
they are
a. positively correlated.
*b. negatively correlated.
c. not correlated.
d. perfectly correlated.
22. When two variables move in the same direction together (both increase or both decrease),
they are
*a. positively correlated.
b. negatively correlated.
c. not correlated.
d. perfectly correlated.
24. Anne and Jack are examining variables related to self-control. Anne finds r = +.35 between
percentage of salary saved and self-control while Jack finds r = –.50 between impulsivity and
self-control. Which variable is more strongly related to self-control?
a. Percentage of salary saved
*b. Impulsivity
c. Neither variable is significantly related to self-control.
d. You cannot tell from the information provided.
28. You believe that students’ anxiety is related to test scores in Research Methods. Which of the
following represents a directional alternative hypothesis for your study?
a. There is no relationship between student anxiety and test scores in Research Methods.
b. There is a relationship between student anxiety and test scores in Research Methods.
*c. Students’ anxiety will be negatively related to their test scores in Research Methods.
d. Student anxiety causes low grades in Research Methods.
29. You believe that students’ anxiety is related to test scores in Research Methods. The
alternative hypothesis stated in numerical terms would appear as:
a. Ho: r = 0
b. Ho: r ≠ 0
c. Ha: r = 0
*d. Ha: r ≠ 0
30. After computing a correlation, we compare our computed r value to the critical values for
Pearson’s r using ____________ degrees of freedom.
a. N
b. N – 1
*c. N – 2
d. It depends on whether we have a one- or two-tailed test.
31. We want our computed r value to be ___________ the critical value listed in the table in
order for it to be significant.
*a. greater than
b. less than
c. equal to
d. equal to N minus
32. We select the critical value of r from the table of values based on the
*a. df, criterion level, and type of alternative hypothesis (one- or two-tailed).
b. type of alternative hypothesis and type of correlation computed.
c. df, criterion level, and scale of measurement of our variables.
d. type of correlation computed and criterion level.
34. You want to examine the relationship between owning a house (yes-no) and income. You
would compute a
a. Pearson’s correlation coefficient.
*b. point-biserial correlation coefficient.
c. regression equation.
d. multiple R.
37. We should not compute a regression equation if we do not find a significant correlation
between two variables because
a. we need to correct errors in our data.
b. we can only compute regression equations when variables are causally related.
*c. there will be too much error in our predicted values.
d. the slope of the regression equation would be flat.
43. The __________ the correlation, the __________ the standard error of the estimate.
a. weaker; smaller
*b. weaker; larger
c. stronger; stronger
d. stronger; larger
44. If we find a perfect correlation, the standard error of the estimate would equal:
*a. 0
b. .25
c. 3.50
d. 6.50
45. There are ___ regression equations for two correlated variables.
a. 1
*b. 2
c. 3
d. 0
46. The statistic that describes the proportion of variability that is accounted for by knowing the
relationship between two variables is the
a. coefficient of prediction.
b. standard error of the estimate.
c. estimated standard error of the means.
*d. coefficient of determination.
47. You find a correlation between creativity and academic honesty of r = −.40. The coefficient
of determination for this relationship is:
a. .04
*b. .16
c. .84
d. .64
48. Shawn examines the relationship between creativity and academic honesty and finds the
coefficient of determination equals .33 or r2 = −.33. This means that
a. he has found a moderate correlation between the two variables.
b. he has found a strong correlation between the two variables.
*c. 33% of the variability in academic honesty is accounted for by knowing its relationship with
creativity.
d. 67% of the variability in academic honesty is accounted for by knowing its relationship with
creativity
49. Della wants to predict self-control scores using education level, impulsivity, and
organizational skills as self-reported by students. She should compute
a. Pearson’s r.
b. point-biserial correlation (rbp).
c. coefficient of determination.
*d. multiple regression.
50. When entering data to analyze a correlation, you should be careful to enter:
a. All of the data in one column with all of the X values listed first, following by all of the Y
values.
*b. The data in pairs for each participant, with the X value in one column and the Y value in the
next column on the same row.
c. All of the data in one column with the X value for each participant in one row followed by the
Y value for that person in the next row; repeat this pattern for all participants.
d. The data in any order you wish as the computer will identify the X and Y values for each
participant.
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several thousands every year, but in 1902 they sank to the
comparatively small total of 600. But whilst every endeavour is made
to govern the country on lines acceptable to and understood by the
people, there are, of course, some points on which the policy of a
civilized government is necessarily in opposition to very deep-rooted
customs and habits to such a degree as to completely upset the old
basis of social life. In a minor degree this is true of the partial
application of the game laws to natives, but of far greater importance
is our attitude towards the institution of slavery and the slave-trade.
The occupation of the Soudan has been a tremendous blow to
slavery; one of the principal recruiting-grounds for slaves has
practically been closed. A certain amount of slave-raiding goes on
along the Abyssinian frontier. Descents are periodically made by
parties one to two hundred strong, well armed, from the south-
western districts of Abyssinia. They raid the Barun negroes, and
carry off the women and children. The same kind of thing is apt to
happen on the Darfur frontier, and some of the remote tribes in the
same quarter sometimes raid each other with the object of getting
slaves. Some of these, but not many, find their way to Dongola, or
the Ghezireh; others are taken to Tripoli. Special steps have now
been taken by the Anti-Slavery Department of the Egyptian
Government, which now has its headquarters at Khartoum, to put
down this traffic. Two extra English inspectors have been posted,
one at Rosaires, on the Blue Nile, the other at El Obeid. They are to
form small mounted corps of the best Arabs and patrol the disturbed
districts.
Apart from the actual work done, it will be a great thing to enlist
the best of the Arab tribesmen in the Government service, and it is
hoped that they will in time form the nucleus of an effective native
police. These men have been in the past some of the principal
exponents of slave-catching themselves; they ought to be very adept
at their new business. With these exceptions the slave-trade within
the borders of the Soudan has practically disappeared. During the
first year or two captures were occasionally made of small caravans,
but very heavy penalties were imposed. There is still a constant
demand for slaves in Arabia, and once a slave is shipped over the
Red Sea a good profit is assured. But it is too dangerous now for
anyone to try to make a regular livelihood by it. There are still,
however, about twenty cases a year of trials for offences against the
slavery laws, mostly isolated cases of kidnapping a woman or a
child, and probably there is besides a fair proportion of undetected
cases. But the regular trade is pretty well stamped out.
The benefits of the abolition of slave-raiding and kidnapping are
immediate and obvious to everyone. Even the Arab can understand
them, but he finds it very difficult to appreciate our attitude—which,
needless to say, is uncompromising enough—towards slavery as a
domestic institution. It is the one serious complaint which he has
against the new government. His domestic habits and customs have
been completely based on slavery for centuries. Slavery is permitted
and recognised by the Koran. In most cases the slaves themselves
have been treated more like members of the family than as slaves,
and no doubt many of them have had far happier lives than they
would have had in their own villages. Nor is it difficult to point to evils
which have arisen from the emancipation of the slaves. It is a
melancholy fact that many of the towns in the Soudan are crowded
with freed slaves, too lazy to do anything but steal, while the women
have recourse to an even less reputable occupation. It is easier to
break down the social system of centuries than to build up a sounder
fabric in its place. But the thing had absolutely to be done if the
Soudan was to have a real regeneration. Even when the slaves have
been well treated, the demoralization caused by slavery has been
great. The Arabs have all the vices of a slave-owning people. It was
a good time to make an absolutely fresh start. All changes of such
magnitude are bound to produce dislocations. The evils of the
change will die out with the present generation. The good must be
waited for patiently, but it is sure to come.
CHAPTER XIX
EDUCATION AND THE GORDON COLLEGE
Progress has not been very rapid. Lack of money and lack of
competent schoolmasters sadly hamper all operations. But kuttabs
are now established, attached as a sort of junior class to the schools
at Khartoum, Omdurman, Halfa, and Suakin. A model kuttab has
been established at Berber, which is reported to be doing well, and
another is being built at Dongola. The like is also being attempted at
Wad Medani, a populous town on the Blue Nile, capital of the
province of Sennar, with about 40,000 inhabitants. Reference has
been made to the lack of trained schoolmasters. Egypt itself feels
this difficulty, and Egypt is at present the only source of supply on
which the Soudan can draw. It was to meet this demand—at least,
so far as the kuttabs are concerned—that a small training college for
native sheikhs was opened in the beginning of 1901 in connection
with the school at Omdurman. At first this interesting experiment was
not very successful. The students, who all belonged to the best Arab
families, were all proud, ignorant, and lazy; and as Arabs they were
inclined to despise the Egyptian schoolmasters, whose task it was to
teach them. But now there is a great improvement. They have
increased in number to about thirty, and only lack of room prevents a
further increase. I watched them doing their own lessons, and also
receiving practical instruction in teaching by taking a class of the
school under the guidance of a master. It was impossible to doubt
the value of the experiments. They were nearly all fine-looking,
intelligent young men, some of them really handsome, with the keen,
clear-cut features that mark the pure-bred Arab. Three of them had
come from distant Kassala, where at present there are no means of
education whatever. The course lasts three years. At the end of it
they are to be examined as to their fitness, and they will then be
drafted off either to teach in their kuttabs or else to some posts in
connection with the native Courts. Whether as schoolmasters or
Cadis, they will be most useful elements in the development of the
Soudan.
In the negro portion of the Soudan, inhabited by the pagan tribes,
the people are so backward in civilization that the question of
education does not at present arise, or, if it does arise, assumes a
totally different aspect. Here is the field for the missionary. Two
missions are already established—one, the American Medical
Mission, on the Sobat; and the other, the Austrian Roman Catholic
Mission at Taufikieh, on the White Nile. Both are doing good work,
and both are to be encouraged and assisted by the Government. In
other parts of the Soudan it must be remembered that we are
dealing with a fanatically Mohammedan population, and any
suspicion that the Government was trying to proselytize would
immediately wreck all schemes of education, and probably be the
signal for grave disorders.
It will be a long time before the schools turn out sufficient pupils to
fill the Government Civil Service, and there does not seem to be any
danger of producing mere ‘babus,’ hanging about and relying on a
certain knowledge of English to procure them a job. The teaching of
English is entirely confined to those boys who are going to make use
of it in the Government Service or in commercial pursuits, where its
knowledge is required. For the ordinary mass of the population
nothing is to be gained by an imperfect knowledge of English. The
authorities are unquestionably right in discouraging such teaching;
the supposed political advantages of it are small, if not entirely
imaginary. The Soudan can never be a real white man’s country; its
rulers must always be speakers of Arabic, and its people will do far
better to employ their time in more useful ways than struggling with a
foreign language.
The Gordon College is the centre of education, but even now its
activities are not confined to mere teaching. It is proposed to form a
collection of books dealing with the Soudan, its peoples, its natural
history, and its various productions, accompanied by specimens to
illustrate them, and some progress has been made. Mr. Wellcome’s
valuable bacteriological research laboratory is in full working order,
and a skilled expert from Scotland has been in charge of it for some
months. He is doing a work of great importance, not only to the
Soudan, but also to the scientific world in general. The Soudan is a
land where strange diseases both of men and animals abound.
There is a wide field for research. The scientific and systematic
examination of these obscure subjects is already bearing fruit, and
cannot fail to ameliorate the conditions of life in these tropical
regions for the European as well as for the native.
Lord Cromer has promised that more shall be done for education
in the future. There is no need for hurry; indeed, it is essential that
the educational system shall be built up slowly with caution and
patience. But in time each province will have its own primary and
technical schools, whose pupils will be selected from the elementary
kuttabs. Afterwards, when all this has been carefully organized, the
provincial schools will in their turn pass on their more promising
students to Khartoum to receive the higher education which will then
be demanded. Then the Gordon College will at last become a real
college. In it the germ of a most hopeful future is contained. If the
work proceeds on the same sound lines as hitherto—which there is
no reason to doubt—great days are coming. The Arab is capable of
a very high degree of civilization, and has a great intelligence, which
has as yet had no chance of development. And in those days, I
doubt not, those who founded the Gordon College, and first kindled
the fire of learning, will be praised by its students as sincerely and as
deservedly as the benefactors of any of our own Western
foundations.
CHAPTER XX
‘I recently rode from Wad Medani on the Blue Nile to opposite Duem on the
White Nile, eighty miles across a perfectly flat plain sown almost throughout its
entire length with dhurra, which was standing 6 to 8 feet high. As there is only one
crop sown during the short rainy season, and as this is planted and harvested
within a period of sixty to eighty days, it follows that, if a system of irrigation were
possible in the Ghezireh it would become a huge granary capable of supplying, not
only the whole Soudan, but other countries as well.’
But, of course, any schemes for utilizing the waters of the Nile
have always to be considered in reference to the prior claims of
Egypt. It is only to Egypt that the Soudan can look for the money
necessary to carry out great works, and, naturally, Egypt would not
allow irrigation to be developed in the Soudan unless her own needs
were amply safeguarded. Whenever Egypt undertakes the great
works contemplated on the Upper Nile, the Soudan will share in the
benefit. That will not be for a long time to come, and meanwhile the
Soudan has opportunity to develop her resources and her population
so as to be able to seize the chance when it comes. There seems to
be no reason, however, why works on a small scale should not be
undertaken, subject always to the question of expense, to utilize in
the Soudan, by means of basin irrigation on the Blue Nile or the
Atbara, some of the flood-water during July, August and September,
which is only an embarrassment to Egypt now that perennial
irrigation is adopted so universally in that country. It is only in the
preceding summer months, when the Nile is low, that Egypt is forced
to watch the proceedings of her neighbour with such a jealous eye. It
would be rash to prophesy exactly when irrigation works will be
undertaken, or what form they will take; but it is certain that they will
come, and when they do, their effect upon the Soudan will be
immense. The subject is of peculiar interest to England; the lands in
question are capable of producing other crops than cereals, and, as
will presently be shown, for none are they more suitable than for
cotton.
Quite apart from any such speculations upon the future, the
external trade of the Soudan is capable of great expansion under
present conditions. An examination of the returns of imports and
exports during the last years before the rebellion is a very useful
guide to the capacities of the country. The figures are taken from
Colonel Stewart’s report.
There are no returns of imports except for the port of Suakin, but
these embrace practically the whole. Of course, a certain amount
came in by the Nile Valley route, just as now a certain amount comes
in by Suakin instead of by the railway. The position has been
practically reversed, and for purposes of comparison it is fair to take
the imports formerly entering the port of Suakin and those now
carried by the railway. The most important item was cotton goods,
which amounted to about 25,000 to 30,000 kantars annually. Linens
were about 200 to 300 kantars, and woollens 100 to 300 kantars.
There was also a certain amount of silks and silk thread and sewing
cotton. The Indian trade brought in a good deal of grain and tobacco.
In 1881 the import of Indian rice amounted to 20,000 kantars.
Petroleum (6,000 kantars), oil, zinc, copper, and iron, appear in the
list, as well as flour and provisions of various kinds in large
quantities, and candles, boots, and clothes. The peculiar tastes of
the Soudanese in luxuries are reflected in the large imports of
sandal-wood, and scents and perfumery, especially fish-scent (700
tons, or 15,400 kantars, a year). Both men and women are
particularly fond of strong, greasy scents. In all native festivities and
entertainments these scents are a very prominent feature, and a
native marriage can be smelt a very long way off. Last, but not least,
comes a very peculiar item: in one year no less than 11,000 dozen
umbrellas were imported. There is certainly enough sunshine in the
Soudan, and in parts of it rain also, to justify a large number of
umbrellas, but it is difficult to believe that 132,000 umbrellas would
find a ready sale in the Soudan to-day. Perhaps the Khalifa
particularly disliked the umbrella-carrying class.