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Synthesis and Generation of Evidence

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Chapter 10: Understanding Quantitative Research Design
Test Bank

MULTIPLE CHOICE

1. What is the best research approach for investigating the actual representation of Hispanic
managers within health care institutions, and the workplace beliefs and prejudices that
perpetuate their disproportionate representation?
a. Triangulated approach
b. Quantitative approach
c. Qualitative approach
d. Outcomes approach
ANS: A
Triangulation is the combined use of two or more theories, methods, data sources,
investigators, or analysis methods in the study of the same phenomenon. Five types of
triangulation are proposed: (1) data triangulation, (2) investigator triangulation, (3) theoretical
triangulation, (4) methodological triangulation, and (5) analysis triangulation. Multiple
triangulation is the combination of more than one of these types. In the example,
methodological triangulation should be used in the study of the research problem.
Triangulation is used to ensure that the most comprehensive approach is taken to solve a
research problem.

DIF: Cognitive Level: Application REF: Page 208

2. What is the principal disadvantage of triangulated research?

a. Its results are difficult to understand.
b. Because of its complexity, researchers from different research traditions may
collaborate to produce a triangulated study.
c. The time required to complete a triangulated project is approximately double that
of completing one that utilizes only one method.
d. Publication opportunities are limited.
ANS: C
Triangulation is the combined use of two or more theories, methods, data sources,
investigators, or analysis methods in the study of the same phenomenon. There is concern that
triangulation will be used in studies for which it is not appropriate. An additional concern is
that the popularization of the method will generate a number of triangulated studies that have
been poorly conducted. With methodological triangulation, both data collection and data
analysis are more time-consuming, because essentially two closely related studies are
conducted simultaneously or in close succession. These strategies require many observations
and result in large volumes of data for analysis. The results are no more difficult to understand
than are the results of any study. Most doctorally prepared researchers have both quantitative
and qualitative preparation; however, because researchers tend to acquire their research
training within a particular research tradition, attempts to incorporate another research
tradition may be poorly achieved. Publication opportunities are increased with triangulated
research, since quantitative and qualitative portions of the study are often published
separately.

DIF: Cognitive Level: Synthesis REF: Page 208

3. Causality is tested through which of the following?
a. Grounded theory
b. Experimentation
c. All quantitative research
d. Triangulated studies
ANS: B
The first assumptions one must make in examining causality are that things have causes and
that causes lead to effects. The original criteria for causation required that a variable should
cause an identified effect each time the cause occurred. Probability addresses relative, rather
than absolute, causality. From a perspective of probability, a cause will not produce a specific
effect each time that particular cause occurs. The reasoning behind probability is more in
keeping with the complexity of multicausality. The purpose of an experimental design is to
examine cause and effect. The independent variable in a study is expected to be the cause, and
the dependent variable is expected to reflect the effect of the independent variable.

DIF: Cognitive Level: Comprehension REF: Page 195

4. Why is selection of an appropriate design for a research study important?

a. If the design is an incorrect one, the researcher will examine variables and their
interactions in a way that does not answer the research question.
b. The design provides a blueprint or diagram that appears in the concept map.
c. If there is no design, critique is impossible.
d. If the design is appropriate, the researcher can eliminate error.
ANS: A
A research design is the blueprint for conducting a study. It maximizes control over factors
that could interfere with the validity of the study findings. Being able to identify the study
design and to evaluate design flaws that might threaten the validity of findings is an important
part of critically appraising studies. When conducting a study, the research design guides the
researcher in planning and implementing a study in a way to achieve accurate results. The
control achieved through the quantitative study design increases the probability that the study
findings are an accurate reflection of reality.

DIF: Cognitive Level: Analysis REF: Page 195

5. Thirty patients with psoriasis are treated with ultraviolet light B phototherapy, delivered by a
therapist. Their symptoms become worse at first, and then improve. During the summer their
symptoms become better without treatment. Then fall arrives, and symptoms worsen. Patients
go back to UVL B, and they improve. Why, according to Hume, can the relationship between
UVL B phototherapy and symptom severity not be considered a classically causal one?
a. Ultraviolet light B phototherapy wasn’t invented during Hume’s lifetime.
b. There must be a strong relationship between the proposed cause and the effect.
c. The cause (phototherapy) has to be present whenever the effect occurs.
d. The cause must precede the effect in time.
ANS: C
 Some of the ideas related to causation emerged from the logical positivist philosophical
tradition. Hume, a positivist, proposed that the following three conditions must be met to
establish causality: (1) there must be a strong relationship between the proposed cause and the
effect, (2) the proposed cause must precede the effect in time, and (3) the cause has to be
present whenever the effect occurs. Cause, according to Hume, is not directly observable but
must be inferred.

DIF: Cognitive Level: Application REF: Page 195

6. John Stuart Mill’s insistence that in order for causation to be demonstrated, there must be no
alternative explanation for why a change in one variable leads to a change in the other
variable. This concept of alternative explanations is the idea that underlies which type of
validity?
a. Statistical conclusion validity
b. Internal validity
c. Construct validity
d. External validity
ANS: D
External validity is concerned with the extent to which study findings can be generalized
beyond the sample used in the study. Statistical conclusion validity is concerned with whether
the conclusions about relationships or differences drawn from statistical analysis are an
accurate reflection of the real world: did the researcher use the right statistical tests in the
proper way? Internal validity is the extent to which the effects detected in the study are a true
reflection of reality rather than the result of extraneous variables: did the change in one
variable really account for the change in the other variable? Construct validity examines the fit
between the conceptual definitions and operational definitions of variables: are the study ideas
measured in a way that makes sense?

DIF: Cognitive Level: Synthesis REF: Page 202

7. John Stuart Mill and the essentialists insisted that a cause be necessary and sufficient for an
effect to occur. In a modern study alcohol dependency is found to lead eventually to
permanent liver damage, except when the alcoholic consumes a diet plentiful in the
B-vitamins. In addition, liver damage can emerge in the absence of alcohol dependency. What
would John Stuart Mill and essentialists say about the causative relationship between alcohol
dependency and liver damage?
a. The proposed cause is necessary, but not sufficient.
b. The proposed cause is neither necessary nor sufficient.
c. The proposed cause is sufficient, but not necessary.
d. The proposed cause is both necessary and sufficient.
ANS: B
A philosophical group known as essentialists proposed that two concepts must be considered
in determining causality: necessary and sufficient. The proposed cause must be necessary for
the effect to occur. (The effect cannot occur unless the cause first occurs.) The proposed cause
must also be sufficient (requiring no other factors) for the effect to occur. This leaves no room
for a variable that may sometimes, but not always, serves as the cause of an effect.

DIF: Cognitive Level: Analysis REF: Page 195

 8. Random selection of 300 subjects yields a sample, but demographic analysis of that sample
reveals that there are 99 teachers in the sample, despite the fact that there are far fewer than
33% teachers in the total sample. The sample can be said to be
a. Biased
b. Controlled
c. Multicausal
d. Based on probability
ANS: A
The term bias means to slant away from the true or expected. A biased sample’s composition
differs from that of the population from which the sample was drawn. Bias is of great concern
in research because of the potential effect on the meaning of the study findings. Multicausality
refers to a scenario in which interrelating variables cause a particular effect Control means
having the power to direct or manipulate factors to achieve a desired outcome. Error is often
discussed in relation to the researchers ability to make accurate conclusions. Probability
addresses relative, rather than absolute, causality. From the perspective of probability, a cause
will not produce a specific effect each time that particular cause occurs.

DIF: Cognitive Level: Application REF: Page 197

9. The researcher divides his lab rats into two groups and administers IV methamphetamine to
one of the groups, in order to determine its effect on the fear-flight response. This is an
example of which of the following?
a. Bias
b. Control
c. Correlation
d. Multicausality
ANS: B
Control means having the power to direct or manipulate factors to achieve a desired outcome.
The idea of control is very important to research, particularly to experimental and
quasi-experimental studies. The greater the amount of control the researcher has of the study
situation, the more credible the study findings. The purpose of the research design is to
maximize control factors in the study situation. The term bias means to slant away from the
true or expected. A biased opinion has failed to include both sides of the question.
Correlational research examines linear relationships between two or more variables and
determines the type (positive or negative) and degree (strength) of the relationship, not cause.

DIF: Cognitive Level: Application REF: Page 197

10. A researcher is comparing a new and less expensive treatment with an established treatment,
in hopes of showing that there is no difference in outcome. The researcher does not perform a
power analysis and, consequently, selects a sample size that is smaller than what would be
recommended for an analysis of variance. The results show that there is no significant
difference in outcome between the two treatments. Which type of validity is affected by this?
a. Statistical conclusion validity
b. Internal validity
c. Construct validity
d. External validity
ANS: A
 Statistical conclusion validity is concerned with whether the conclusions about relationships
or differences drawn from statistical analysis are an accurate reflection of the real world: did
the researcher use the right statistical tests in the proper way? Internal validity is the extent to
which the effects detected in the study are a true reflection of reality rather than the result of
extraneous variables: did the change in one variable really account for the change in the other
variable? Construct validity examines the fit between the conceptual definitions and
operational definitions of variables: are the study ideas measured in a way that makes sense?
External validity is concerned with the extent to which study findings can be generalized
beyond the sample used in the study.

DIF: Cognitive Level: Analysis REF: Page 198

11. A researcher is comparing a new and less expensive treatment with an established treatment,
in hopes of showing that there is no difference in outcome. The researcher does not perform a
power analysis and, consequently, selects a sample size that is smaller than what would be
recommended for an analysis of variance. The results show that there is a significant
difference in outcome between the two treatments, and that the new treatment has poorer
outcomes. What is the negative result of the researcher’s decision to use a smaller sample?
a. The statistical conclusions reached are incorrect.
b. There is no negative result.
c. The study will have to be replicated, because its sample was small.
d. The researcher is guilty of misconduct.
ANS: B
Statistical conclusion validity is concerned with whether the conclusions about relationships
or differences drawn from statistical analysis are an accurate reflection of the real world: did
the researcher use the right statistical tests in the proper way? The test was used in the proper
way, and the results established a difference in outcomes between the established treatment
and the new one, meaning that the difference in outcomes must have been quite pronounced
for this to be evident with a small sample. The results dramatically underscore this.

DIF: Cognitive Level: Analysis REF: Page 198

12. A researcher tests a new intervention for nausea associated with chemotherapy, in hospitalized
patients. At the same time a new over-the-counter medication containing natural herbs is
marketed aggressively, and some of the hospital patients are given this herbal remedy by their
families. This is a threat to which type of validity?
a. Statistical conclusion validity
b. Internal validity
c. Construct validity
d. External validity
ANS: B
 Construct validity examines the fit between the conceptual definitions and operational
definitions of variables: are the study ideas measured in a way that makes sense? Statistical
conclusion validity is concerned with whether the conclusions about relationships or
differences drawn from statistical analysis are an accurate reflection of the real world: did the
researcher use the right statistical tests in the proper way? Internal validity is the extent to
which the effects detected in the study are a true reflection of reality rather than the result of
extraneous variables: did the change in one variable really account for the change in the other
variable? External validity is concerned with the extent to which study findings can be
generalized beyond the sample used in the study.

DIF: Cognitive Level: Analysis REF: Page 200

13. A researcher tests a new intervention for nausea associated with chemotherapy, in hospitalized
patients. He does not want to suggest nausea to the patients, so as his dependent variable, he
uses the answer the patients give to the question, “How are you feeling this morning?” This is
a threat to which type of validity?
a. Statistical conclusion validity
b. Internal validity
c. Construct validity
d. External validity
ANS: C
Construct validity examines the fit between the conceptual definitions and operational
definitions of variables: are the study ideas measured in a way that makes sense? It makes
little sense to measure nausea by asking a social question. Statistical conclusion validity is
concerned with whether the conclusions about relationships or differences drawn from
statistical analysis are an accurate reflection of the real world: did the researcher use the right
statistical tests in the proper way? Internal validity is the extent to which the effects detected
in the study are a true reflection of reality rather than the result of extraneous variables: did
the change in one variable really account for the change in the other variable? External
validity is concerned with the extent to which study findings can be generalized beyond the
sample used in the study.

DIF: Cognitive Level: Analysis REF: Page 200

14. A researcher conducts research and uses a small sample that is not randomly selected. When
he replicates the study, twice, he again uses the same site and another small sample that is not
randomly selected. This is a threat to which type of validity?
a. Statistical conclusion validity
b. Internal validity
c. Construct validity
d. External validity
ANS: D
 Construct validity examines the fit between the conceptual definitions and operational
definitions of variables: are the study ideas measured in a way that makes sense? Statistical
conclusion validity is concerned with whether the conclusions about relationships or
differences drawn from statistical analysis are an accurate reflection of the real world: did the
researcher use the right statistical tests in the proper way? Internal validity is the extent to
which the effects detected in the study are a true reflection of reality rather than the result of
extraneous variables: did the change in one variable really account for the change in the other
variable? External validity is concerned with the extent to which study findings can be
generalized beyond the sample used in the study.

DIF: Cognitive Level: Analysis REF: Page 200

15. If a researcher plans to study graduate-level achievement in all students who were educated
under the Vermont public school system, in a small town that used both state-mandated texts
and enrichment texts of the school board’s choosing, the researcher would be using a fairly
small sample, bound by geography and time. Which type of validity is decreased by a study
like this one?
a. Construct validity
b. Statistical conclusion validity
c. External validity
d. Internal validity
ANS: C
External validity is concerned with the extent to which study findings can be generalized
beyond the sample used in the study. If the sample IS the historical population, the findings
can be generalized only to predict accomplishment in subsequent cohorts. Statistical
conclusion validity is concerned with whether the conclusions about relationships or
differences drawn from statistical analysis are an accurate reflection of the real world: did the
researcher use the right statistical tests in the proper way? Internal validity is the extent to
which the effects detected in the study are a true reflection of reality rather than the result of
extraneous variables: did the change in one variable really account for the change in the other
variable? Construct validity examines the fit between the conceptual definitions and
operational definitions of variables: are the study ideas measured in a way that makes sense?

DIF: Cognitive Level: Analysis REF: Page 202

16. What is the essential difference between a control group and a comparison group?
a. A control group’s data is collected at the same time as the experimental group’s
data. A comparison group’s data is collected before that of the experimental group.
b. A control group is larger in size than a comparison group.
c. A control group exists only is a basic lab situation. All nursing studies use
comparison groups.
d. A control group is randomly assigned. A comparison group is not.
ANS: D
 If the study involves an experimental treatment, the design usually calls for a comparison.
Outcome measures for individuals who receive the experimental treatment are compared with
outcome measures for those who do not receive the experimental treatment. This comparison
requires a control group—subjects who do not receive the experimental treatment. However,
in nursing studies, all patients require care, and those who do not receive the study
intervention receive standard care. Nurse researchers often refer to the group receiving
standard care, but no treatment, as the comparison group rather than the control group.
Essentially, the main difference between these terms is that control groups are nearly identical
to their experimental groups, except for assignment. Comparison groups differ, because of the
time at which data are collected, the way they are constituted, or other circumstances that
make them less likely to be nearly identical, leading to a higher occurrence of threats to
internal validity.

DIF: Cognitive Level: Application REF: Page 203

17. A school nurse researcher studying bullying discovers that the type of victimization she is
observing is different for different racial groups and genders within her school district. She
wants to study the effect of peer support on bullying and chooses to make sure that the
experimental and control groups, although randomly assigned, contain equal percentages of
children of all races. What does this strategy exemplify?
a. Carryover
b. Blocking
c. Counterbalancing
d. Sequencing
ANS: B
In blocking, the researcher includes subjects with various levels of an extraneous variable in
the sample but controls the numbers of subjects at each level of the variable and their random
assignment to groups within the study. Designs using blocking are referred to as randomized
block designs. The extraneous variable is then used as an independent variable in the data
analysis. Therefore, the extraneous variable must be included in the framework and the study
hypotheses.

DIF: Cognitive Level: Application REF: Page 206

18. A researcher uses matching to constitute his control group, while performing a study on
psychotherapy as an adjunct treatment for substance addiction. What type of validity might be
enhanced by matching, in this instance?
a. Construct validity
b. Statistical conclusion validity
c. External validity
d. Internal validity
ANS: D
 Matching is used when a subject in the experimental group is randomly selected and then a
subject similar in relation to important extraneous variables is randomly selected for the
control group. For example, subjects in the experimental and control groups might be matched
for age, gender, severity of illness, or number of chronic illnesses. Statistical conclusion
validity is concerned with whether the conclusions about relationships or differences drawn
from statistical analysis are an accurate reflection of the real world: it is not affected by use of
matching. Internal validity is the extent to which the effects detected in the study are a true
reflection of reality rather than the result of extraneous variables: matching can increase
internal validity if the researcher can correctly identify the principal extraneous variables.
Construct validity examines the fit between the conceptual definitions and operational
definitions of variables: matching has no effect on this. External validity is concerned with the
extent to which study findings can be generalized beyond the sample used in the study;
matching does not affect external validity, to any extent.

DIF: Cognitive Level: Synthesis REF: Page 207

19. Immediately after the intervention in an experimental study of the negative effects of smoking
tobacco, the state tax on cigarettes increases the cost from $4 to $8 per pack. Which threat to
internal validity does this pose?
a. Mortality
b. History
c. Testing
d. Selection
ANS: B
History is an event that is not related to the planned study but that occurs during the time of
the study. History could influence a subject's response to the treatment and alter the outcome
of the study. The attrition threat is due to subjects who drop out of a study before completion.
The circumstances in which a study is conducted (history) influence the treatment and thus the
generalizability of the findings. Sometimes, the effect being measured (testing) can be due to
the number of times the subject’s responses have been tested. The subject may remember
earlier, inaccurate responses and modify them, thus altering the outcome of teh study.

DIF: Cognitive Level: Application REF: Page 199

20. Subjects in a multiple group experimental study are tested for how much time it takes them to
navigate a maze and find the chocolate. The maze is reconstructed after each run, and three
different floor plans are used. Each group is tested eight times in eight hours. at a different
time of day. The runs later in the day have faster times than the earlier ones. Which threat to
internal validity might account for this difference?
a. Instrumentation
b. Selection
c. Maturation
d. Statistical regression toward the mean
ANS: C
 Effects can be due to changes in measurement instruments (instrumentation) between the
pretest and the posttest rather than a result of the treatment. Selection addresses the process by
which subjects are chosen to take part in a study and how subjects are grouped within a study.
Maturation is defined as growing older, wiser, stronger, hungrier, more tired, or more
experienced during the study. The subkects in this study may have been through the three
different floor plans enough times to learn them. Such unplanned changes can influence the
findings of the study. Experimenter expectancy occurs when a researcher expects a particular
intervention to relieve pain.

DIF: Cognitive Level: Application REF: Page 199

21. A researcher believes that therapy is more effective if patients exercise. He tells his patients
that he has arranged for them to use the hospital gym, if they so desire—and that if they are
interested, they will then be in the experimental group. This represents which threat to internal
validity?
a. Maturation
b. Reliability of the implementation
c. History
d. Selection
ANS: D
Selection addresses the process by which subjects are chosen to take part in a study and how
subjects are grouped within a study. A selection threat is more likely to occur in studies in
which random assignment is not possible. In some studies, people selected for the study may
differ in some important way from people not selected for the study. In other studies, the
threat is due to differences in subjects selected for study groups. In this study, subjects choose
to be in the experimental group because they were willing to exercise; in this way, they differ
from the rest of the group—possibly they are less depressed—and this could introduce bias
into the study.

DIF: Cognitive Level: Application REF: Page 199

22. What is the antidote to the carryover effect?

a. Random assignment
b. Counterbalancing
c. Sequencing
d. Bias control
ANS: B
Sometimes the application of one treatment can influence the response to later treatments, a
phenomenon referred to as a carryover effect. If a carryover effect is known to occur, it is not
advisable for a researcher to use this design strategy for the study. However, even when no
carryover effect is known, the researcher may take precautions against the possibility that this
effect will influence outcomes. In one such precaution, known as counterbalancing, the
various treatments are administered in random order rather than being provided consistently in
the same sequence.

DIF: Cognitive Level: Comprehension REF: Page 204

23. What is the best research approach for investigating the actual representation of male
labor-delivery nurses within healthcare institutions and the workplace beliefs and prejudices
that perpetuate their disproportionate representation?
a. Mixed methods approach
b. Quantitative approach
c. Qualitative approach
d. Outcomes approach
ANS: A
Mixed methods research is characterized as research that contains elements of both qualitative
and quantitative approaches. The philosophical underpinnings of mixed methods research and
what paradigms best fit these research methods are still evolving. Over the last few years,
many researchers have departed from the idea that one paradigm or one research strategy is
right and have taken the perspective that the search for the truth requires the use of all
available strategies. A single approach to measuring a concept may be inadequate to justify a
claim that it is a valid measure of a theoretical concept. Testing a single theory may leave the
results open to the challenge of rival hypotheses from other theories. To capitalize on the
representativeness and generalizability of quantitative research and the in-depth, contextual
nature of qualitative research, mixed methods are combined in a single research study.

DIF: Cognitive Level: Application REF: Page 208

24. As Denzin claimed, there is an advantage to performing mixed methods or triangulated

research. In a study of pain and fatigue control after hip replacement, what would the primary
advantage be of conducting both a quantitative descriptive portion and a grounded theory
portion?
a. The results would be more difficult to understand, but more scholarly.
b. It would force a multiple-authorship arrangement, assisting each scholar.
c. Bias would decrease.
d. The time required to complete the study would be approximately double that of
completing one that utilized only one method.
ANS: C
Denzin (1989) believed that combining multiple theories, methods, observers, and data
sources can assist researchers in overcoming the intrinsic bias that comes from single-theory,
single-methods, and single-observer studies. Triangulation evolved to include using multiple
data collection and analysis methods, multiple data sources, multiple analysts, and multiple
theories or perspectives. The concept of triangulation is now commonly replaced with the idea
of mixed methods approaches

DIF: Cognitive Level: Application REF: Page 208

25. A researcher tests the effect of a new laparoscopic treatment for chronic shoulder dislocation.
The results are statistically significant, and the researcher states in his findings that there is
evidence that the treatment has promise for widespread application. A subsequent replication
study fails to show statistical significance. A third study produces the same effects as the
second. What is the most likely explanation here?
a. Type I error occurred in the first study.
b. Type II error occurred in the second and third studies.
c. Random error produced insufficient power.
d. Bias was introduced by replicating the study.
 ANS: A
A serious concern in research is incorrectly concluding that a relationship or difference exists
when it does not (type I error, rejecting a true null). If only one of three studies supported the
new treatment, it is most likely that a type I error occurred in the first study. Low statistical
power increases the probability of concluding that there is no significant difference between
samples when actually there is a difference (Type II error, failing to reject a false null). A type
II error is most likely to occur when the sample size is small ro when the power of the
statistical test to determine differences is low. Random error has no effect on power.
Replication of research identifies areas of bias; it does not introduce bias.

DIF: Cognitive Level: Analysis REF: Page 198

MULTIPLE RESPONSE

1. Threats to statistical conclusion validity include which of the following? (Select all that
apply.)
a. Fishing
b. Low statistical power
c. Maturation
d. Violated assumptions of statistical tests
e. History threat
ANS: A, B, D
Statistical conclusion validity is concerned with whether the conclusions about relationships
or differences drawn from statistical analysis are an accurate reflection of the real world. Low
statistical power increases the probability of concluding that there is no significant difference
between samples when actually there is a difference (type II error, failing to reject a false null)
(see Chapter 8 for discussion of the null hypothesis). Most statistical tests have assumptions
about the data collected, which include the following: (1) the data are at least at the interval
level, (2) the sample was randomly obtained, and (3) the distribution of scores was normal. If
these assumptions are violated, the statistical analysis may provide inaccurate results. The risk
of type I error increases when the researcher conducts multiple statistical analyses of
relationships or differences; this procedure is referred to as fishing.

DIF: Cognitive Level: Comprehension REF: Page 198

2. Causality is tested through which of the following? (Select all that apply.)
a. Grounded theory research
b. Experimental research
c. All quantitative research
d. Mixed methods research
e. Quasi-experimental research
ANS: B, E
The first assumption you must make in examining causality is that causes lead to effects. The
only two of the primary quantitative methods that routinely examine classic causality are
experimental and quasi-experimental research.

DIF: Cognitive Level: Comprehension|Cognitive Level: Application

REF: Page 195
3. Quantitative experimental researchers often “brainstorm” after each study, discussing the
findings with colleagues, in order to interpret them and create new theories and strategies for
testing them. Then they proceed to the next study. This is similar to a sine wave—first
quantitative, then qualitative, and then quantitative, and so on. This represents an informal and
ongoing combination of what research strategies? (Select all that apply.)
a. Mixed methods
b. Sequential explanatory
c. Blocking
d. Multicausality
e. Content analysis
f. Sequential exploratory
g. Sequential transformative
ANS: B, F, G
With the sequential explanatory strategy the researcher collects and analyzes quantitative data
followed by the collection and analysis of qualitative data. Integration of the data occurs
during the interpretation phase. The purpose of this approach is to assist in explaining and
interpreting quantitative data. It is useful when unexpected quantitative results are revealed.
Qualitative examination of the phenomenon facilitates a fuller understanding and is well
suited to explaining and interpreting relationships. There may or may not be a theoretical
perspective to the study. This approach is easy to implement, because the steps fall in
sequential stages, but the two-stage approach extends the length of time involved in data
collection and is seen as a weakness of the design.

DIF: Cognitive Level: Comprehension|Cognitive Level: Application

REF: Page 209

4. Which of the following statements would lend support to the hypothesis that increasing
scientific knowledge allows humans to grasp multicausality, when single causation was
previously assumed to be the case in the time of the essentialists? (Select all that apply.)
a. Adolescents and young adults with entitlement issues may have been raised with
deprivation, not indulgence.
b. Scientific knowledge is increasing, as the gene is mapped.
c. The weather cannot be controlled, but it can be affected by geologic events such as
volcanic eruption.
d. Gender of the fetus, although determined by the father, may be more likely to be
either male or female, depending on the timing of sexual relations.
e. Genetic migrations can be tracked fairly effectively, by calculating the relative
frequency of various Landsteiner blood types in different countries.
ANS: A, C, E
A philosophical group known as essentialists proposed that two concepts must be considered
in determining causality: necessary and sufficient. The proposed cause must be necessary for
the effect to occur. (The effect cannot occur unless the cause first occurs.) The proposed cause
must also be sufficient (requiring no other factors) for the effect to occur. This leaves no room
for a variable that may sometimes, but not always, serves as the cause of an effect. “Spare the
rod and spoil the child.” “Everybody talks about the weather, but nobody does anything about
it.” “The father effectively “decides” the gender of the child by passing on either an X or a Y
to the offspring.”
 DIF: Cognitive Level: Application REF: Page 209

5. In which instances could bias in measuring embarrassment be decreased? (Select all that
apply.)
a. Use more than only one way of collecting the data (such as a verbal response + an
external rater).
b. Use more than only one question to elicit the response (such as Yes–No + how
much).
c. Use more than only one modality of measurement (such as Yes–No + a
physiologic instrument).
d. Hypnotize subjects, so that they give absolutely honest answers.
e. Replicate the study.
ANS: A, B, C
Mono-operation bias occurs when only one method of measurement is used to assess a
construct. When only one method of measurement is used, fewer dimensions of the construct
are measured. Construct validity greatly improves if the researcher uses more than one
instrument. It is often possible to apply more than one measurement of the dependent variable
with little increase in time, effort, or cost. In monomethod bias, the researcher uses more than
one measure of a variable, but all the measures use the same method of recording.

DIF: Cognitive Level: Analysis REF: Page 201

6. A researcher wants to make sure that his experimental group and his control group are
equivalent, so he uses random sampling followed by random assignment to group. What else
must the researcher do to assure the consumers of his research that the groups were
equivalent? (Select all that apply.)
a. Report the sameness or difference of potentially extraneous variables, using post
hoc statistical testing.
b. Eliminate all other extraneous variables from the analysis.
c. Rebalance the samples, controlling for all potentially extraneous variables, by
moving subjects back and forth until both groups have the same distribution of all
variables.
d. Randomly assign the sample again, hoping for a better outcome the second time.
e. Report the sameness or difference of subgroups possessing unequal proportions of
any potentially extraneous variable, with respect to the dependent variable.
ANS: A, E
The most effective strategy for achieving equivalence is random sampling followed by
random assignment to groups. However, this strategy does not guarantee equivalence. Even
when randomization has been used, the researcher must examine the extent of equivalence by
measuring and comparing characteristics for which the groups must be equivalent. This
comparison is usually reported in the description of the sample.

DIF: Cognitive Level: Synthesis REF: Page 203

7. A researcher plans to study graduate-level achievement in all students who were educated
under the Vermont public school system, in a small town that used both state-mandated texts
and enrichment texts of the school board’s choosing. Considering the limitations to
generalizability, how can the researcher justify conducting the study to the institutional review
board? (Select all that apply.)
 a. The researcher does not have to justify conducting the study. It has not been
performed before, and so there is a gap in the literature.
b. The researcher could argue that if graduate-level achievement is markedly lower in
this group, the results could cautiously suggest revision of the town’s educational
practices.
c. The researcher could write a proposal to study all towns in Vermont, so as to have
been generalizability, and then study only this one.
d. The researcher could justify conducting the study on the basis that it might
enlighten the public school system in its decisions to mandate chosen texts.
e. The researcher could reason that if graduate-level achievement is markedly higher
in this group, the results could cautiously suggest a similar educational approach
for other similar communities.
ANS: B, D, E
External validity is concerned with the extent to which study findings can be generalized
beyond the sample used in the study. With the most serious threat, the findings would be
meaningful only for the group being studied. To some extent, the significance of the study
depends on the number of types of people and situations to which the findings can be applied.
Sometimes, the factors influencing external validity are subtle and may not be reported in
research reports; however, the researcher must be responsible for these factors. Generalization
is usually narrower for a single study than for multiple replications of a study using different
samples, perhaps from different populations in different settings.

DIF: Cognitive Level: Analysis REF: Page 202

8. Why does subject attrition affect internal validity?

a. A study in which the majority of the subjects die calls into question whether the
treatment itself is safe.
b. Subjects who drop out may differ from those who stay in the study, in terms of an
important extraneous variable.
c. If subjects drop out of the control group, and not the experimental group, it
strongly implies that there is some benefit to participation of which the researchers
may not be aware.
d. Subject mortality may result in a sample that is so much smaller than anticipated
that type II error may result.
e. Type I error is almost guaranteed with very unequal sample sizes.
ANS: B, C
The subject attrition threat is due to subjects who drop out of a study before completion.
Participants’ attrition becomes a threat when (1) those who drop out of a study are a different
type of person from those who remain in the study or (2) there is a difference between the
kinds of people who drop out of the experimental group and the people who drop out of the
control or comparison group

DIF: Cognitive Level: Synthesis REF: Page 200

9. Aside from random assignment using a large sample, what are ways to structure a design that
control for known extraneous variables? (Select all that apply.)
a. Matching
b. Selection of a heterogeneous sample
c. Selecting a homogeneous sample
 d. Blocking
e. Stratification
ANS: A, C, D, E
Homogeneity is a more extreme form of equivalence in which the researcher limits the
subjects to only one level of an extraneous variable to reduce its impact on the study findings.
To use this strategy, you must have previously identified the extraneous variables. Matching is
used when a subject in the experimental group is randomly selected and then a subject similar
in relation to important extraneous variables is randomly selected for the control group.
Heterogeneity is designed to increase generalizability of the study findings, not to control for
extraneous variables. In blocking, the researcher includes subjects with various levels of an
extraneous variable in the sample but controls the numbers of subjects at each level of the
variable and their random assignment to groups within the study. Stratification involves the
distribution of subjects throughout the sample, using sampling techniques similar to those
used in blocking, but the purpose of the procedure is even distribution throughout the sample.
The extraneous variable is not included in the data analysis. Distribution of the extraneous
variable is included in the description of the sample.

DIF: Cognitive Level: Analysis REF: Page 206

10. What is the most effective way to minimize the effect of all extraneous variables between the
experimental group and the control group? (Select all that apply.)
a. Match the groups by hand.
b. Randomly assign subjects to group.
c. Use a large sample.
d. Place subjects into groups according to the extraneous variables they possess.
e. Allow subjects to choose the groups to which they want to belong.
ANS: B, C
Design strategies used to control extraneous variables include random sampling, random
assignment to groups, selecting subjects that are homogeneous in terms of a particular
extraneous variable, selecting a heterogeneous sample, blocking, stratification, matching
subjects between groups in relation to a particular variable, and statistical control. Random
sampling increases the probability that subjects with various levels of an extraneous variable
are included and are randomly dispersed throughout the groups within the study (Thompson,
2002). This strategy is particularly important for controlling unidentified extraneous variables.

DIF: Cognitive Level: Application REF: Page 204

Another random document with
no related content on Scribd:
other practice fraught with danger, as
often met with in Hawaiian story—
implies that it was his or their delight; in
the crux of which he was not only cool
and unexcited, but, thoroughly enjoyed
it. ↑
3 Known also as Kalaniopuu, and
Kaleiopuu, the king of Hawaii at the
time of Cook’s discovery of the
islands. ↑
4 Ignition through swiftness, as a
meteor. ↑
5 Lau, four hundred; six lau a oi aku, is
2,000 and over. ↑
6 To no other than divine power could
such a charm against injury be
attributed. ↑
7 Na’u ia ala. Kekuhaupio claiming the
stone is a victorious taunt, while the
reply of Oulu meant it for him
decidedly. ↑
8 Another case of single opposing
champion’s contest deciding the fate
of contending armies. ↑
[Contents]
Story of Peapea.
Peapea, Famed Warrior.—His
Battle and Victory Over
Kahahana’s Forces.—Kekuapoi
of Rare Beauty.—Peapea’s
Display of Courage.
He [Peapea] 1 is a very widely
known warrior even to this day,
for his fame spread over all
these islands. He was the son of
Kahekilinui, 2 the king of Maui, in
consequence of which, Peapea
was really a high chief. Peapea
could seize and crush two, three,
and even a greater number of
men. They were trifles 3 to him.
While Kahahana, a king of the
whole of Oahu here, was ruling,
he ceded this island to Kahekili,
the king of Maui, but afterwards
rebelled and ignored that
cession. Because of this
renunciation by Kahahana, the
Kaao no Peapea.
Peapea, he koa kaulana.—Kaua
a lanakila maluna o na koa a
Kahahana.—Kekuapoi, he ui loa.
—Hoike Peapea i kona koa.
Oia kekahi koa kaulana loa o
Maui a hiki i keia la, a ua
kaulana nohoi oia ma keia mau
mokupuni a pau loa. He keiki no
ia na Kahekilinui, ke ’lii o Maui, a
nolaila, he ’lii nui no o Peapea. E
hiki no ia Peapea ke lalau a
haihai i na kanaka elua, a ekolu,
a hele aku i ka nui loa, he mea
ole ia iaia. I ka wa e noho ana o
Kahahana he alii no Oahu nei a
puni, haawi aku la ia ia Oahu nei
no Kahekili, ke ’lii o Maui, a
mahope kipi a hoole i kela haawi
ana. A ma keia hoole ana a
Kahahana, hiki aku la ka lono i
mua o Kahekili, nolaila, holo mai
report of which reached Kahekili,
therefore, Kahekili sailed here
with his war fleet and landed at
Waikiki. He dispatched a
messenger to summon
Kahahana to come before him to
consult 4 relative to the truth or
falsity of the rumor.
The place where Kahahana was
residing was at Kaneohe, in
Koolaupoko. When the
messenger appeared before
him, he delivered Kahekili’s
order. Kahahana on hearing this
message questioned 5 his priests:
“How are these words of the
king?” The priests answered: “O
king! It is not wise that you
comply and restore the land to
him, because you are well
prepared at this time; you have
nothing lacking. 6 Therefore, let
there be strife and by the point of
the spear and javelin will be
decided your victory or your
dispossession.”
When Kahahana heard these
words of his priests, he was
resolved to battle and to refuse
the demands of Kahekili. Two
days had elapsed following the
la o Kahekili me kona mau waa
kaua a pae ma Waikiki. Hoouna
aku la ia i ka elele e kii ia
Kahahana a e hele mai i mua
ona e kuka no ka oiaio ame ka
oiaio ole o ka lohe.
A o kahi a Kahahana e noho
ana, o Kaneohe, i Koolaupoko. A
hiki ka elele i mua ona, hai aku
la i na olelo a Kahekili iaia, a
lohe o Kahahana i keia mau
olelo, ninau ae la ia i kana mau
kahuna: “Pehea la keia mau
olelo a ke ’lii?” I mai na kahuna:
“E ke ’lii! aole oe e pono e ae
wale aku a e hoihoi aku i ka aina
nona, nokamea, ua makaukau
oe i keia wa aole ou hemahema.
Nolaila e kaua, a maloko o ka
maka o ka elau ame ka ihe e ko
ai ia a e nele ai oe.”
A lohe o Kahahana i keia mau
olelo a kana mau kahuna, paa
iho la kona manao e kaua a e
hoole i na olelo a Kahekili. Elua
la i hala mahope o ka hoi ana
return of the courier that had
been sent by Kahekili to
Kahahana, when the report was
made that war was the only
alternative; then, battle
preparations were made. These
arrangements were made at
Waikiki-kai. When the curtains of
dawn parted, the ranks
commenced to march up to
Nuuanu. Whilst they were
ascending, the rumor reached
Peapea in the upland of Manoa,
where he was residing, in the
woman’s house. These were the
words reported to him: “Say,
Peapea! There is a struggle on
the lowlands. When I left, the
van was just beginning to move
towards Kulaokahua.” 7 Peapea
inquired, “Whose is the battle?”
The herald replied, “The battle is
for Kahahana.”
When Peapea heard this he left
his wife and ran above Ualakaa, 8
Makiki, [460]Pauoa, and Kaheiki,
which is adjacent to Maemae.
There he met the van of the
army of Kahekili. As to the forces
of Kahahana, the main army was
at Waolani; 9 while the front was
descending from Maemae.
mai o ka elele i hoouna ia ia e
Kahekili i o Kahahana ala.
Lohe ia mai la he kaua ka mea i
koe. Ia wa, hoonoho ia ke kaua.
O keia hoonoho ana, ma Waikiki
kai. I ka moku ana o ka pawa o
ke ao, hoomaka ka laina kaua e
pii i uka o Nuuanu. Ia lakou e pii
ana, loaa aku la o Peapea i ka
lohe i uka o Manoa, i ka hale
wahine kahi i noho ai. Penei na
olelo iaia. “E Peapea! He kaua
ko kai, haalele aku nei au e
hoomaka ana e pii ka maka mua
i Kulaokahua.” Ninau mai o
Peapea: “Nawai ke kaua?” I aku
ka mea olelo: “Na Kahahana ke
kaua.”
A lohe o Peapea, haalele iho la
ia i ka wahine a holo mai la ma
uka mai o Ualakaa, a Makiki,
Pauoa, Kaheiki, e pili la me
Maemae. Ilaila loaa iaia ka maka
mua o [461]na kanaka o Kahekili.
A o ko Kahahana aoao hoi, i
Waolani ka poe, i Maemae ka
maka mua e iho mai ana. A hiki
When Peapea arrived between
Kahekili’s and Kahahana’s
warriors, he stood to defy 10 [the
advance].
peapea’s battle and his
victory.
As Peapea was standing
between the Maui and Oahu
ranks, he commenced to give
battle. He pursued 11 the
numerous warriors of Kahahana,
and when they were caught by
him, they were crushed
(breaking in his hands as a brittle
twig by the destroyer, was his
treatment of the men). Likewise
were those on the right hand and
on the left. Thus he pressed
upward until he encountered the
poe, 12 and they were standing in
a circle. (The meaning of the
word “poe”: a very great number
of men, ranging from two laus to
a mano, equivalent to eight
hundred or more.)
When Peapea approached the
section of the army of Kahahana,
Peapea rushed into their midst
and was immediately surrounded
o Peapea mawaena o ko
Kahekili mau koa ame ko
Kahahana mau koa, ku iho la ia
e pani.
ke kaua ana o peapea
ame kona lanakila ana.
Ia Peapea e ku ana mawaena o
ko Maui aoao ame ko Oahu
aoao, hoomaka aku la ia e kaua.
Hahai aku la ia i na koa he
lehulehu o Kahahana a loaa ia ia
he haihai i ka lima me he lala
laau palupalu la, i mua o ka mea
haihai, kana hana ana i ke
kanaka. Ke kanaka ua haki ia ia,
pela ka akau me ka hema, o
kona mau lima. Pela no kona pii
ana a loaa ka poe i Waolani, e
ku poai mai ana lakou. (Ke ano o
ka olelo “poe”.) He poe kanaka
nui loa, ua like me elua lau a hiki
i ka mano, ua like me ewalu
haneri a oi aku.
A hiki o Peapea i kahi o ka poe
kaua o Kahahana, komo aku la o
Peapea i loko o na kanaka, o
kona manawa ia i puni ai i ka
by overwhelming numbers.
Simultaneously, the javelins
were cast, the long spear, the
spike, the war club; the stone
was hurled, the maa thrower
cast his sling-shot, the club was
struck; but they were as bathing
water 13 for Peapea, and they
were as nothing to his powerful
strength. Thus he went
slaughtering until reaching
Luakaha, in Nuuanu. Kahahana
and his chiefs were defeated and
fled, the majority having been all
slain by Peapea. Oahu being
conquered by Kahekili, Peapea
took Kekuapoi, 14 Kahahana’s
wife, as his own, on account of
his courage and strength, and
[they] lived together.
of kekuapoi.
Kekuapoi 15 was highly reputed
as an excellent woman with a
beautiful countenance to behold,
and she was faultless. It is
narrated in the story of this
battle, that she was the superior
of Oahu here and of the other
islands. On the death of her
husband, Kahahana, Kahekili
lehulehu. Ia wa, o ka ihe, ka
pololu, ke kuia, ka laau palau,
nou ka pohaku, maa ka mea
maa, hahau ka laau, aka he wai
auau ia no Peapea, a he mea
ole ia i kona ikaika nui. Pela no
kona hele luku ana a hiki i
Luakaha, a Nuuanu. Hee o
Kahahana ame kona mau alii a
holo aku la, o ka nui ua pau i ka
make ia Peapea. A puni ae la o
Oahu nei ia Kahekili, lawe ae la
o Peapea ia Kekuapoi, wahine a
Kahahana i wahine nana,
mamuli o kona koa ame ka
ikaika, a noho iho la.
no kekuapoi.
Ua kaulana loa o Kekuapoi i ka
wahine maikai loa a me ka nani
o ka helehelena ke nana aku,
aole hoi ona kina. A ua olelo ia
ma ka moolelo o keia kaua ana,
oia ka oi o Oahu nei ame ko na
mokupuni e aku. A iloko o ka
make ana o kana kane, o
Kahahana, ua paa mua ko
had determined to take Kekuapoi
as his wife, but, she became his
son’s, Peapea’s. At this seizure
by Peapea of Kekuapoi as his
wife, Kahekili was greatly
angered. Hence, he dispatched
a courier to fetch Kekuapoi to
him, but, she was not
relinquished by Peapea. Many
were the messengers Kahekili
sent, but Kekuapoi never came,
for she was withheld by Peapea.
Wherefore, Kahekili 16 again sent
the messenger to summon
Peapea and his wife to appear,
and should they remain, then
Peapea would be punished with
death. The courier having arrived
in the presence of Peapea so
informed him. Peapea, hearing,
responded. [462]
peapea’s second
display of courage.
Prior to the summoning of
Peapea, his death-trap 17 by men
was laid out. Two boards had
been arranged. It is said the
length of the boards were forty
fathoms, which occupied
opposite sides of the path,
Kahekili manao e lawe ia
Kekuapoi i wahine nana, aka, ua
lilo i kana keiki ia Peapea. Ma
keia lawe ana o Peapea ia
Kekuapoi i wahine nana, ua
huhu loa o Kahekili. Nolaila,
hoouna aku o Kahekili i ka elele,
e lawe mai ia Kekuapoi nana.
Aole nae he loaa mai ia Peapea.
A nui na elele a Kahekili i
hoouna ai, aohe hiki mai o
Kekuapoi, paa no ia Peapea.
Alaila, hoouna hou o Kahekili i
ka elele, e kii ia Peapea ame ka
wahine e hele mai, a ina e noho,
alaila, o ka make ko Peapea
hope. A hiki ka elele i mua o
Peapea, olelo aku la. A lohe o
Peapea hele mai la. [463]
ke koa alua ana o
peapea.
Mamua ae o ke kii ia ana o
Peapea, ua hoonoho ia ka make
o Peapea i na kanaka. Ua
hoonoho ia elua papa, (ua olelo
ia, he kanaha anana ka loa o ke
ku ana o na papa elua,) ma kela
aoao keia aoao o ke alanui, kahi
whereby Peapea would come to
the presence of Kahekili. All the
men were equipped with
javelins, war clubs, spear points,
stones, and all death-dealing
weapons. Whilst they were
stationed behind the boards,
Peapea approached between
them. Immediately they cast all
their javelins on Peapea, but
they were trifles to him. Those
death-dealing implements were
his bathing water. However, as
he journeyed 18 towards Kahekili,
there by his right hand was
Kekuapoi held. He traveled in
this manner into the presence of
Kahekili. He had escaped death,
but, he was wifeless, for Kahekili
took her. [459]
1 Known also as Peapea Makawalu,
the latter appellation, eight-eyed,
implied that he was all-seeing; wise. ↑
2 Kahekilinui, the great Kahekili, this is
to distinguish between the two kings
a Peapea e hele aku ai a mua o
Kahekili. Ua makaukau na
kanaka a pau loa, i ka ihe, ka
pololu, i ka elau, ka pohaku, ame
na mea make a pau loa. Ia lakou
e ku lalani ana ma na papa, hiki
aku la o Peapea i waena o
lakou. Ia wa lakou i o ai i na ihe
a pau loa i luna o Peapea, aka,
he mea ole ia ia Peapea, ua lilo
ia mau mea make i wai auau
nona. Aka, iaia e hele ana i mua
o Kahekili, aia ma kona lima
akau o Kekuapoi kahi i paa ia ai.
Pela no kona hele ana a hiki i
mua o Kahekili. Pau ae la kona
make. Eia nae, ua nele ia i ka
wahine ole, ua lilo ia Kahekili.
[464]
of Maui of that name, one, of about the
close of the 14th century, the other, son
of Kakae, the more famous son of
Kekaulike, contemporary with
Kaleiopuu and Kamehameha. ↑
3 Mea ole, mere trifles; they were as
nothing. ↑
4 Kuka, consult; a conference of
state. ↑
5 Ninau, questioned, or sought the
advice of his priests. ↑
6 The priests advising non-compliance
to the mandate based it on the
ground that they thought Oahu able to
maintain her rights. Aole ou
hemahema, you are not destitute; you
lack nothing. ↑
7 Kulaokahua, the level section
between Waikiki and Punchbowl. ↑
8 Ualakaa, Roundtop, at entrance to
Manoa valley. His course carried him
by the mountain path at the head of the
valleys from this point to Nuuanu, about
Wyllie street. ↑
9 Waolani, the upper part and small
valley above the Country Club,
Nuuanu. ↑
10 Pani, in this case a hindrance to the
army’s advance; to stay the
proceedings, there he stood, defiant. ↑
11 Hahai aku la; he gave chase. On
catching Kahahana’s men he
crushed them (haihai—i ka lima) in his
hands. ↑
12 Poe, the company or large body of
men; the main body of the army. ↑
13 Here again is the wai auau, or
enjoyment of Peapea as if bathing. ↑
14 On the principle “to the victor
belongs the spoils,” Peapea claims
the famously beautiful wife of
Kahahana for himself. ↑
15All traditions referring to Kekuapoi
agree in loud praise of her rare
beauty in face and form. Aohe ona lua.
She had no second, i.e., there was
none to compare with her. ↑
16 Kahekili is determined not to be
robbed of his legitimate spoils of
war, according to the usage of those
times. ↑
17 Death trap, consisting of boards to
shield his assailants each side of his
pathway, behind which they stood to
cast their weapons at him. A sort of
“run-a-muck” procedure. ↑
18 Passing safely through their midst,
and holding Kekuapoi by the right
hand, they come into the king’s
presence. ↑
[Contents]
Brief Sketch of
Kamehameha I.
His Wars and
Celebrities of His
Time.
Kamehameha was a most
famous king for bravery and for
his great strength; he was the
foremost of the great chiefs of
Hawaii, from the earliest days,
therefore his record 1 must be
briefly looked over from the time
of his lowliness until he was
prosperous. Keoua (First), the
father of Kamehameha, was the
younger brother of Kalaiopuu. 2
Another name of Keoua was
Moolelo Pokole no
Kamehameha I.
Kana Mau Kaua, a Poe
Kaulana Oia Wa.
He ’lii kaulana loa o
Kamehameha I no ke koa a me
ka ikaika loa, a oia ka oi o na ’lii
nui o Hawaii nei mai kahiko loa
mai, nolaila, he pono e nana
pokole i kona moolelo o ka noho
ilihune ana, a me ka noho
waiwai ana. O Keoua mua ka
makuakane o Kamehameha, o
Kalaiopuu kaikaina no o Keoua
(o kekahi inoa o Keoua, o
Kalaninuikupuapaikalaninui). O
Kalaninuikupuapaikalaninui. The
place where Kamehameha was
raised from his childhood up,
was at Halawa, in Kohala. Here
he became a planter. He planted
the trees which are still growing
to this day, which are the noni,
and other kinds. He also built the
temple (heiau) of Hapuu, in
Halawa. Thus were spent his
days when he was poor and
destitute of land. Of
Kamehameha’s person, he had
a large body, which looked to be
solidly built, and was very broad
on the shoulders. He was full
formed without defects, and
there was an abundance of
muscles on his neck.
The great king of Hawaii at that
time was Kalaiopuu, and Kiwalao
was born to him. Before his
death at Waioahukini, in Kau,
Kalaiopuu left the kingdom to his
own son, Kiwalao.
kahi i hanai ia ai o
Kamehameha, o Halawa, i
Kohala, mai kona wa uuku a nui,
alaila, mahiai o Kamehameha.
Nana na laau e ulu la ma
Halawa a hiki i keia la, oia ka
noni, a me na mea e ae, a me
kela heiau o Hapuu, makai o
Halawa. Pela kona noho ana i
kona wa ilihume, aina ole.
O ke kino o Kamehameha, he
kino nui, paa ke nana aku, he
kihikihi o luna kipoohiwi, he lawa
ke kino, aohe hakahaka, he nui
kona aa o luna o ka a-i.
O ke ’lii nui o Hawaii ia wa e
noho ana o Kalaiopuu, a ua
hanau nana o Kiwalao. A make
o Kalaiopuu ma Waioahukini ma
Kau, hooili ihola ia i ke aupuni
maluna o kana keiki ponoi, o
Kiwalao.
 OF KALAIOPUU’S
WORDS TO KIWALAO
AND KAMEHAMEHA.
Before the death of Kalaiopuu he
gave an injunction to the boys,
Kiwalao and Kamehameha, 3 and
to all the chiefs, thus: “Boys,
listen, both of you. The heir to
the kingdom of Hawaii nei,
comprising the three divisions of
land, Kau, Kona and Kohala,
shall be the chief Kiwalao. He is
the heir to the lands. As
regarding you, Kamehameha,
there is no land or property for
you; but your land and your
endowment shall be the god
Kaili. If, during life, your lord 4
should molest you, take
possession of the kingdom; but if
the molestation be on your part,
you will be deprived of the god.”
These words of Kalaiopuu were
fulfilled in the days of their youth,
and his injunction was realized.
After the death of Kalaiopuu,
Kamehameha came away with
his inheritance, the god Kaili. He
NO KA OLELO A
KALAIOPUU IA
KIWALAO A ME
KAMEHAMEHA.
Mamua ae o ka make ana o
Kalaiopuu, waiho aku ia i kana
olelo kauoha i na keiki, ia
Kiwalao a me Kamehameha, a
me na ’lii a pau loa: “E na keiki,
e hoolohe mai olua, o ka hooilina
o ke aupuni o Hawaii nei, oia na
moku ekolu, o Kau, o Kona, o
Kohala, o Kiwalao ke ’lii, oia ka
hooilina o na aina. O oe hoi e
Kamehameha, aole ou aina,
aole ou hooilina waiwai, aka, o
kou aina a me kou hooilina, o ke
’kua o Kaili. Ina oe i noho a lalau
ko haku ia oe, lawe ia ae ke
aupuni, a ina hoi nau ka lalau i
ko haku, e nele oe i ke ’kua ole.”
Ma keia mau olelo a Kalaiopuu,
ua hooko ia i na la o kana mau
keiki, a ua ko no elike me kana
mau olelo kauoha, aole i hala.
Mahope o ka make ana o
Kalaiopuu, hoi maila o
Kamehameha me kona hooilina
took care and preserved it,
building for it stone enclosures at
Kona and Kohala. The meaning
of stone enclosures is temples
(heiau).
Kamehameha built temples at
Hikiau in Kaawaloa; at Keeku, in
Kahaluu; at Keikipuipui, in
Kailua, all in Kona; and at
Mailekini, in Kawaihae;
Puukohola, in Kawaihae; Hapuu,
in Halawa; Kupalaha, in
Makapala; and Mookini, in
Puuepa, all in [466]Kohala. In
these temples (heiau’s)
Kamehameha was wont to
worship his god, Kaili, thus
maintaining his endowment
given to him by his uncle,
Kalaiopuu.
OF MOKUOHAI. 5—
FIRST BATTLE.
This was the battle that made
o ke ’kua o Kaili, a malama ihola,
a hana i mau papohaku no kona
akua no Kaili, ma Kona, ma
Kohala. O ke ano o ka huaolelo
papohaku, he heiau. Kukulu
ihola o Kamehameha i na heiau:
O Hikiau, ma Kaawaloa, o
Keeku, ma Kahaluu, a me
Keikipuipui, ma Kailua, i Kona. O
Mailekini, ma Kawaihae, o
Puukohola, ma Kawaihae, o
Hapuu, ma Halawa, o Kupalaha,
ma Makapala, a me Mookini, ma
Puuepa, i Kohala. [467]
Ma keia mau heiau o
Kamehameha i hoomana ai i
kona akua o Kaili, a pela no hoi
oia i malama ai i kona hooilina,
mai ko laua makuakane mai o
Kalaiopuu.
NO MOKUOHAI.—KAUA
MUA.
Oia ke kaua i ku ai o
Kamehameha king of Kona,
Kohala and Hamakua. There
remained the three divisions,
Kau, Puna and Hilo, in Hawaii.
The cause of this war was the
desire of the chiefs of Hilo to
possess Kona, which has a calm
and pleasant climate.
When Kalaiopuu died at
Waioahukini in Kau, the chiefs of
Hilo and Kau 6 brought his dead
body to Kona, in canoes. That
was not, however, the real object
of their coming, but they came to
Kona, the land that they had
been longing for, to divide it up,
and also to make war. On the
way from Kau to Kona, they and
the corpse of Kalaiopuu were
caught in the rains on the ocean;
therefore, they turned in and
landed at Honaunau, in South
Kona, without reaching Kailua, in
North Kona, where they had
intended to land. When they
landed at Honaunau,
Keeaumoku 7 came to pay his
respects to the remains of
Kalaiopuu. On this occasion
Keeaumoku well knew by the
looks of the chiefs and the men
that there was war brewing.
Kamehameha i ka moku o Kona,
o Kohala, o Hamakua, koe ekolu
moku o Hawaii, o Kau, o Puna, o
Hilo. O ke kumu o keia kaua ana
o ka makemake o ua ’lii o Hilo ia
Kona i ka pohu, a me ka maikai,
nolaila ke kaua.
A make o Kalaiopuu ma
Waioahukini ma Kau, lawe maila
na ’lii o Hilo a me Kau i ke kino
kupapau o Kalaiopuu, maluna o
na waa i Kona nei. Aka, aole ia o
ko lakou manao maoli, aka, i hiki
lakou i Kona, ka aina a lakou i
makemake nui ai, alaila okioki, a
kaua no hoi. Ma keia holo ana
mai Kau mai a Kona, ua loaa
lakou i ka ua ma ka moana me
ke kino kupapau o Kalaiopuu,
nolaila, pae lakou i Honaunau,
ma Kona hema, aole i hiki i
Kailua ma Kona akau nei, kahi a
lakou i manao ai e pae. A pae
lakou ma Honaunau, hele maila
o Keeaumoku e ike i ke kupapau
o Kalaiopuu. Ma keia ike ana o
Keeaumoku, ua maopopo ia ia
he kaua ke ano o na ’lii a me na
kanaka.
Soon after their landing at
Honaunau with the corpse of
Kalaiopuu, the chiefs and
Kiwalao started to divide up
Hawaii among themselves, and
when Keeaumoku became
cognizant of their warlike
designs, he came to
Kamehameha, who was at
Halawa, in Kohala, to go and
fight. When Keeaumoku left
Kona, he arrived at Kekaha,
where he met Kamehameha,
who had already been brought
by Kekuhaupio 8 from Kohala. At
this meeting they consulted
among themselves their plan of
war, and their own proper
proceedings; and their plans
being settled upon they set sail,
arriving at Kaawaloa and Keei.
When Kamehameha arrived
there Kiwalao came to greet him
with lying, deceitful words, thus:
“Listen; we are going to lose our
lives. Here is our uncle
(Keawemauhili) insisting on war.
It seems we two are the only
ones to die. Oh! Pity us.” After
the meeting between Kiwalao
and Kamehameha, the former
Ma keia pae ana o na ’lii me ke
kino kupapau o Kalaiopuu ma
Honaunau, ia wa, okioki ihola na
’lii a me Kiwalao i ka aina o
Hawaii, no lakou a pau. A ma ko
Keeaumoku ike ana i ko lakou
ano kaua, kii maila ia ia
Kamehameha ma Halawa i
Kohala, e hele e kaua. Ia
Keeaumoku i holo ai mai Kona
aku a Kekaha, halawai maila o
Kamehameha meia, no ka mea,
ua kii mua aku o Kekuhaupio ia
Kamehameha ma Kohala. Ma
keia halawai ana o lakou, kuka
ihola lakou i ke ano o ke kaua, a
me ka hana e pono ai, a akaka
ihola, holo aku la lakou a hiki ma
Kaawaloa, a ma Keei.
A hiki o Kamehameha malaila,
hele maila o Kiwalao e aloha ia
Kamehameha me na olelo
pahele hoopunipuni, penei:
“Auhea oe, e make ana kaua,
eia no ka makuakane o kaua ke
pue mai nei e kaua (oia o
Keawemauhili), elua wale no
paha auanei kaua e make, aloha
wale kaua.” A pau ka ike ana o
returned to Honaunau, 9 dividing
up the lands with the chiefs,
thereby depriving Keoua of a
share in the lands. This so
enraged Keoua that he went with
his followers to Keomo and cut
down the coconut trees, killing a
man. 10 That man was
Kamehameha’s. This was the
commencement of the battle
which continued for three days.
In this battle there were four
chiefs in defense of
Kamehameha; they were
Keeaumoku, Keaweaheulu,
Kameeiamoku and
Kekuhaupio. 11
In the days of this battle
Keeaumoku was the chief on
Kamehameha’s side who
contended with Kiwalao’s
warriors. In the fray he got
entangled with a long [468]spear
which threw him down. Kiwalao’s
men then stabbed him on the
back, with wooden daggers.
When Keeaumoku fell a man
pierced him with a long spear,
whereby he became very weak
and near unto death, while the
man said with a taunting brag:
Kiwalao me Kamehameha hoi
akula o Kiwalao a Honaunau,
okioki i na aina me na ’lii, a nele
o Keoua i ka aina ole, huhu ihola
ia. Hele aku la o Keoua me kona
mau kanaka a hiki ma Keomo,
kua ihola i ka niu, pepehi i ke
kanaka, make ihola ko
Kamehameha kanaka. Alaila,
hoomaka ke kaua, ekolu la i
kaua ai. Ma keia kaua ana, eha
alii mahope o Kamehameha,
Keeaumoku, Keaweheulu,
Kameeiamoku, Kekuhaupio.
Iloko o na la i kaua ai, o
Keeaumoku ke ’lii ma ko
Kamehameha aoao i kaua aku,
me ko Kiwalao poe kaua. Ma
keia hoouka ana o Keeaumoku,
ua hihia oia i ka [469]pololu, a
hina ihola ilalo, o o ihola na koa
o Kiwalao i ka pahoa ia
Keeaumoku ma kona kua. I keia
hina ana, hou ihola kekahi koa ia
Keeaumoku i ka pololu, a ua
nawaliwali oia, aneane e make,
me ka hua olelo kaena penei:
“Ku aku la kau laau i ka aama
kua lenalena.”
“My spear has struck a yellow-
backed crab.”
Then Kiwalao called to the
warrior who was piercing
Keeaumoku with the long spear:
“Save the ivory necklace,” by
which Keeaumoku understood
that his own death was sealed.
And while he was thus lying
prostrate on the ground,
Kamanawa was leading the
fighting against Kiwalao’s
warriors. Mahoe also stood up
with his sling, sending a stone
which struck Kiwalao, knocking
him down. When Keeaumoku
saw Kiwalao fall, he crawled
over with a great effort, and
when he found him he throttled
him with the leiomanu, 12 which
he held in his hand; and thus
Kiwalao died.
On the death of Kiwalao,
Kamehameha continued the
fighting, and became victorious
over the opposing chiefs. Keoua
fled by sea to Kau, and reigned
there. Keawemauhili fled over
the mountains and became ruler
over Hilo and Puna, while
Kamehameha became ruler over
Alaila, pane mai o Kiwalao i ke
koa nana e hou nei o
Keeaumoku i ka pololu: “E
malama i ka niho palaoa.” Alaila,
maopopo ia Keeaumoku e make
ana ia i loko o ka Kiwalao olelo
ana. Ia Keeaumoku e waiho ana
ilalo, alaila, hoouka aku la o
Kamanawa me ko Kiwalao poe
koa, a ku aela hoi o Mahoe me
kana maa, a pa aku la o Kiwalao
i ka pohaku, hina ilalo. A ike o
Keeaumoku ua hina o Kiwalao
ilalo, hooikaika aela ia, a loaa o
Kiwalao, uumi ihola ia me ka
leiomanu ma kona lima, a make
ihola o Kiwalao.
A make o Kiwalao, hoouka ihola
o Kamehameha me na ’lii, a
lanakila aela o Kamehameha
mahuka aku la o Keoua ma ke
kai a hiki i Kau noho alii. A o
Keawemauhili, mahuka aku la ia
ma ka mauna a noho alii maluna
o Hilo a me Puna. A o
Kamehameha hoi, noho alii ihola
Kona, Kohala and Hamakua.
Therefore there were three
different rulers on Hawaii at that
time.
OF KAUAAWA.—
SECOND BATTLE.
This was Kamehameha’s second
battle against his enemies, who
were Keoua and Keawemauhili.
This battle took place on the
mountains in Kau, 13 which are
called Kauaawa, 14 on account of
the rains in the mountains. In this
battle, Kamehameha’s
supporters, who were also his
chief advisors in the work
necessary for the battle, were
Keeaumoku, Keaweaheulu,
Kameeiamoku and Kamanawa.
In this battle Keoua and
Keawemauhili were not defeated
by Kamehameha, so he retired
to Laupahoehoe. After spending
some time there, he again
ia maluna o Kona, o Kohala, o
Hamakua. A nolaila, akolu alii
noho aupuni o Hawaii ia wa.
NO KAUAAWA.—KAUA
ALUA.
O ka lua keia o ko Kamehameha
kaua ana i kona mau enemi, oia
o Keoua a me Keawemauhili. O
keia kaua ana, ma ka mauna o
Kau, nolaila kela inoa, o
Kauaawa, no ka ua ma ka
mauna. O na kokua o
Kamehameha ma keia kaua
ana, a o kona mau kuhina noia
ma ka noonoo ana i na mea e
pono ai ka hana ana, o
Keeaumoku, o Keaweheulu, o
Kameeiamoku, o Kamanawa.
Ma keia kaua ana, aole i hee o
Keoua me Keawemauhili ia
Kamehameha, nolaila, hoi aela
ia a noho ma Laupahoehoe.
Mahope o keia noho ana o
embarked in a canoe to fight for
the conquest of Hilo and Puna.
When he arrived at Keaau, in
Puna, he made a landing at
Papai, where fishermen
gathered for their daily vocation.
OF KAMEHAMEHA’S
GREAT STRENGTH IN
FIGHTING.
On landing at this place, where a
number of fishermen dwelt, he
chased after them intending to
kill them, and while thus
pursuing the fishermen, he fell in
a crevice in the rocks where his
foot caught and held him fast.
Therefore he tried with all his
might to extricate himself.
When he fell in the crevice, he
was struck on the forehead with
a paddle by the fishermen, and
on account of this fact the title of
Kamehameha i Laupahoehoe,
hele aku la ia maluna o ka waa,
e kaua hou ai i Hilo a me Puna.
A hiki o Kamehameha ma Keaau
i Puna, o Papai kahi o na lawaia
e noho ana, oia ke awa a
Kamehameha i pae ai.
KA IKAIKA O
KAMEHAMEHA MA KA
HAKAKA ANA.
Ma keia pae ana o
Kamehameha, he mau lawaia e
noho ana ma laila, alualu aku la
o Kamehameha e pepehi i na
lawaia. Ma keia alualu ana, ua
haule o Kamehameha i loko o ka
mawae a paa loa kona wawae,
nolaila, oni aela ia me kona
ikaika loa.
Ia ia nae i haule ai i loko o ka
mawae, oia ka wa i hahau ai na
lawaia i ka lae o Kamehameha i
ka hoe, a pa ihola ia i ka hoe. A