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Research Proposal MCQs with answers PDF

In this blog post, 20 Research Proposal MCQs with answers are given. Before solving MCQs, lets understand “ What is a Research Proposal “?

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Research Proposal

A Research Proposal gives a systematic description of what exactly is the research problem that needs to be studied. While designing a research proposal , one needs to demonstrate his knowledge about the issue with a methodology in the area. The writing of a research proposal should be coherent, clear and compelling.

Nature of Research Proposal

There are two types of research- Qualitative and Quantitative. Each one has its own system of writing proposal. Some writers find easier to write a proposal for qualitative research whereas other set of writers find quantitative as an easier option. 

Designing a Research Proposal

The structure of a research propsoal is as follows:

• Introduction
• Literature Review
• Research Methodology
• Ethical Consideration

Multiple Choice Questions on Research Proposal

1. A good research proposal will always

Provide with respondents name and address.

Focus on addressing the research objectives.

Consider all possible research that had previously been done on the topic.

Discuss all unnecessary data.

2. Which word fills all the blanks in this extract: We talk about generating———–, testing————-, rejecting ——————————.

Objectives.

Hypothesis.

3. One step that is not included in planning a research study is:

Identifying a researchable problem.

A review of current research.

Statement of the research question. 

Developing a research plan.

4. The statement of purpose in a research study should:

Identify the design of the study.

Identify the intent or objective of the study.

Specify the type of people to be used in the study.

Describe the study.

5. A review of the literature prior to formulating research questions allows the researcher to do which of the following?

To become familiar with prior research on the phenomenon of interest.

To identify potential methodological problems in the research area.

To develop a list of pertinent problems relative to the phenomenon of interest.

All of the above.

6. The feasibility of a research study should be considered in light of:

Cost and time required to conduct the study.

Skills required of the researcher.

Potential ethical concerns.

7. A formal statement of the research question or “purpose of research study” generally

Is made prior to the literature review.

Is made after the literature review.

Will not help guide the research process.

8. The Introduction section of the research proposal

Gives an overview of prior relevant studies.

Contains a statement of the purpose of the study.

Concludes with a statement of the research questions and, for quantitative research, it includes the research hypothesis.

All  the above

9. The Method section of the research plan typically specifies

The research participants.

The apparatus, instruments, and materials for the research study.

The planned research procedures.

All the above

10. A research proposal 

Should be detailed.

Should be given to others for review and comments.

Sets out the rationale for a research study.

11. Research hypotheses are

Formulated prior to a review of the literature.

Statements of predicted relationships between variables.

Stated such that they cannot be confirmed or refuted.

Statements of no relationships between variables.

12. The research participants are described in detail in which section of the research proposal?

Introduction.

Research Methodology.

Data Analysis.

Conclusion.

13. According to the text, which of the following orders is the recommended in the flowchart of the development of a research idea?

Research topic, research problem, research purpose, research question, hypothesis.

Research topic, research purpose, research problem, research question, hypothesis.

Research topic, hypothesis, research problem, research question, research purpose.

14. The timing section of a project will NOT include:

Progress report dates.

Guidelines on ethics.

Deadline for ending data collection.

Deadline for submitting the final report.

15. The research proposal’s literature review is important because

The advisor insists upon it.

It looks authoritative.

It shows that you are knowledgeable about the literature that relates to your research topic.

It is expected by the university.

16. Which section of the research proposal describes the purpose with a full statement of the research question?

Literature review.

References.

17. The final research report is NOT

A basis for decision making.

Tangible evidence of a research project.

Future secondary data.

A Research Proposal.

18. What helps to agree timings, agree resource allocation and also draws boundaries?

The questionnaire.

The Proposal.

The final report.

The interview schedule.

19. Projects do go wrong. In one case a student was indecisive and collected anything and everything, just in case it came in useful: website, photocopies, brochure etc. Which one of the following would have been realistic and would have helped the most with this problem:

Setting a clear objective.

Using a Chart.

Regular progress report to the supervisor.

Being less ambitious.

20. Which of the following phrase should be avoided in a research proposal?

The intention is to complete the study by 

This research draws on the work of

The research seeks to 

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• MCQ on Citation and Referencing in Research
• Research Ethics MCQs with answers
• Solved MCQs on Sampling in research methodology
• Solved MCQs on Basic Research

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
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• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

The goal of a research proposal is twofold: to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting research are governed by standards of the predominant discipline in which the problem resides, therefore, the guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and benefits derived from the study's completion.

Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.

How to Approach Writing a Research Proposal

Your professor may assign the task of writing a research proposal for the following reasons:

• Develop your skills in thinking about and designing a comprehensive research study;
• Learn how to conduct a comprehensive review of the literature to determine that the research problem has not been adequately addressed or has been answered ineffectively and, in so doing, become better at locating pertinent scholarship related to your topic;
• Improve your general research and writing skills;
• Practice identifying the logical steps that must be taken to accomplish one's research goals;
• Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in the process of conducting scholarly research.

A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those findings. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your proposal is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish? Be clear and succinct in defining the research problem and what it is you are proposing to investigate.
• Why do you want to do the research? In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of in-depth study. A successful research proposal must answer the "So What?" question.
• How are you going to conduct the research? Be sure that what you propose is doable. If you're having difficulty formulating a research problem to propose investigating, go here for strategies in developing a problem to study.

Common Mistakes to Avoid

• Failure to be concise . A research proposal must be focused and not be "all over the map" or diverge into unrelated tangents without a clear sense of purpose.
• Failure to cite landmark works in your literature review . Proposals should be grounded in foundational research that lays a foundation for understanding the development and scope of the the topic and its relevance.
• Failure to delimit the contextual scope of your research [e.g., time, place, people, etc.]. As with any research paper, your proposed study must inform the reader how and in what ways the study will frame the problem.
• Failure to develop a coherent and persuasive argument for the proposed research . This is critical. In many workplace settings, the research proposal is a formal document intended to argue for why a study should be funded.
• Sloppy or imprecise writing, or poor grammar . Although a research proposal does not represent a completed research study, there is still an expectation that it is well-written and follows the style and rules of good academic writing.
• Too much detail on minor issues, but not enough detail on major issues . Your proposal should focus on only a few key research questions in order to support the argument that the research needs to be conducted. Minor issues, even if valid, can be mentioned but they should not dominate the overall narrative.

Procter, Margaret. The Academic Proposal.  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal. Baylor University; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

Structure and Writing Style

Beginning the Proposal Process

As with writing most college-level academic papers, research proposals are generally organized the same way throughout most social science disciplines. The text of proposals generally vary in length between ten and thirty-five pages, followed by the list of references. However, before you begin, read the assignment carefully and, if anything seems unclear, ask your professor whether there are any specific requirements for organizing and writing the proposal.

A good place to begin is to ask yourself a series of questions:

• What do I want to study?
• Why is the topic important?
• How is it significant within the subject areas covered in my class?
• What problems will it help solve?
• How does it build upon [and hopefully go beyond] research already conducted on the topic?
• What exactly should I plan to do, and can I get it done in the time available?

In general, a compelling research proposal should document your knowledge of the topic and demonstrate your enthusiasm for conducting the study. Approach it with the intention of leaving your readers feeling like, "Wow, that's an exciting idea and I can’t wait to see how it turns out!"

Most proposals should include the following sections:

I.  Introduction

In the real world of higher education, a research proposal is most often written by scholars seeking grant funding for a research project or it's the first step in getting approval to write a doctoral dissertation. Even if this is just a course assignment, treat your introduction as the initial pitch of an idea based on a thorough examination of the significance of a research problem. After reading the introduction, your readers should not only have an understanding of what you want to do, but they should also be able to gain a sense of your passion for the topic and to be excited about the study's possible outcomes. Note that most proposals do not include an abstract [summary] before the introduction.

Think about your introduction as a narrative written in two to four paragraphs that succinctly answers the following four questions :

• What is the central research problem?
• What is the topic of study related to that research problem?
• What methods should be used to analyze the research problem?
• Answer the "So What?" question by explaining why this is important research, what is its significance, and why should someone reading the proposal care about the outcomes of the proposed study?

II.  Background and Significance

This is where you explain the scope and context of your proposal and describe in detail why it's important. It can be melded into your introduction or you can create a separate section to help with the organization and narrative flow of your proposal. Approach writing this section with the thought that you can’t assume your readers will know as much about the research problem as you do. Note that this section is not an essay going over everything you have learned about the topic; instead, you must choose what is most relevant in explaining the aims of your research.

To that end, while there are no prescribed rules for establishing the significance of your proposed study, you should attempt to address some or all of the following:

• State the research problem and give a more detailed explanation about the purpose of the study than what you stated in the introduction. This is particularly important if the problem is complex or multifaceted .
• Present the rationale of your proposed study and clearly indicate why it is worth doing; be sure to answer the "So What? question [i.e., why should anyone care?].
• Describe the major issues or problems examined by your research. This can be in the form of questions to be addressed. Be sure to note how your proposed study builds on previous assumptions about the research problem.
• Explain the methods you plan to use for conducting your research. Clearly identify the key sources you intend to use and explain how they will contribute to your analysis of the topic.
• Describe the boundaries of your proposed research in order to provide a clear focus. Where appropriate, state not only what you plan to study, but what aspects of the research problem will be excluded from the study.
• If necessary, provide definitions of key concepts, theories, or terms.

III.  Literature Review

Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to the research problem under investigation . The purpose here is to place your project within the larger whole of what is currently being explored, while at the same time, demonstrating to your readers that your work is original and innovative. Think about what questions other researchers have asked, what methodological approaches they have used, and what is your understanding of their findings and, when stated, their recommendations. Also pay attention to any suggestions for further research.

Since a literature review is information dense, it is crucial that this section is intelligently structured to enable a reader to grasp the key arguments underpinning your proposed study in relation to the arguments put forth by other researchers. A good strategy is to break the literature into "conceptual categories" [themes] rather than systematically or chronologically describing groups of materials one at a time. Note that conceptual categories generally reveal themselves after you have read most of the pertinent literature on your topic so adding new categories is an on-going process of discovery as you review more studies. How do you know you've covered the key conceptual categories underlying the research literature? Generally, you can have confidence that all of the significant conceptual categories have been identified if you start to see repetition in the conclusions or recommendations that are being made.

NOTE: Do not shy away from challenging the conclusions made in prior research as a basis for supporting the need for your proposal. Assess what you believe is missing and state how previous research has failed to adequately examine the issue that your study addresses. Highlighting the problematic conclusions strengthens your proposal. For more information on writing literature reviews, GO HERE .

To help frame your proposal's review of prior research, consider the "five C’s" of writing a literature review:

• Cite , so as to keep the primary focus on the literature pertinent to your research problem.
• Compare the various arguments, theories, methodologies, and findings expressed in the literature: what do the authors agree on? Who applies similar approaches to analyzing the research problem?
• Contrast the various arguments, themes, methodologies, approaches, and controversies expressed in the literature: describe what are the major areas of disagreement, controversy, or debate among scholars?
• Critique the literature: Which arguments are more persuasive, and why? Which approaches, findings, and methodologies seem most reliable, valid, or appropriate, and why? Pay attention to the verbs you use to describe what an author says/does [e.g., asserts, demonstrates, argues, etc.].
• Connect the literature to your own area of research and investigation: how does your own work draw upon, depart from, synthesize, or add a new perspective to what has been said in the literature?

IV.  Research Design and Methods

This section must be well-written and logically organized because you are not actually doing the research, yet, your reader must have confidence that you have a plan worth pursuing . The reader will never have a study outcome from which to evaluate whether your methodological choices were the correct ones. Thus, the objective here is to convince the reader that your overall research design and proposed methods of analysis will correctly address the problem and that the methods will provide the means to effectively interpret the potential results. Your design and methods should be unmistakably tied to the specific aims of your study.

Describe the overall research design by building upon and drawing examples from your review of the literature. Consider not only methods that other researchers have used, but methods of data gathering that have not been used but perhaps could be. Be specific about the methodological approaches you plan to undertake to obtain information, the techniques you would use to analyze the data, and the tests of external validity to which you commit yourself [i.e., the trustworthiness by which you can generalize from your study to other people, places, events, and/or periods of time].

When describing the methods you will use, be sure to cover the following:

• Specify the research process you will undertake and the way you will interpret the results obtained in relation to the research problem. Don't just describe what you intend to achieve from applying the methods you choose, but state how you will spend your time while applying these methods [e.g., coding text from interviews to find statements about the need to change school curriculum; running a regression to determine if there is a relationship between campaign advertising on social media sites and election outcomes in Europe ].
• Keep in mind that the methodology is not just a list of tasks; it is a deliberate argument as to why techniques for gathering information add up to the best way to investigate the research problem. This is an important point because the mere listing of tasks to be performed does not demonstrate that, collectively, they effectively address the research problem. Be sure you clearly explain this.
• Anticipate and acknowledge any potential barriers and pitfalls in carrying out your research design and explain how you plan to address them. No method applied to research in the social and behavioral sciences is perfect, so you need to describe where you believe challenges may exist in obtaining data or accessing information. It's always better to acknowledge this than to have it brought up by your professor!

V.  Preliminary Suppositions and Implications

Just because you don't have to actually conduct the study and analyze the results, doesn't mean you can skip talking about the analytical process and potential implications . The purpose of this section is to argue how and in what ways you believe your research will refine, revise, or extend existing knowledge in the subject area under investigation. Depending on the aims and objectives of your study, describe how the anticipated results will impact future scholarly research, theory, practice, forms of interventions, or policy making. Note that such discussions may have either substantive [a potential new policy], theoretical [a potential new understanding], or methodological [a potential new way of analyzing] significance.   When thinking about the potential implications of your study, ask the following questions:

• What might the results mean in regards to challenging the theoretical framework and underlying assumptions that support the study?
• What suggestions for subsequent research could arise from the potential outcomes of the study?
• What will the results mean to practitioners in the natural settings of their workplace, organization, or community?
• Will the results influence programs, methods, and/or forms of intervention?
• How might the results contribute to the solution of social, economic, or other types of problems?
• Will the results influence policy decisions?
• In what way do individuals or groups benefit should your study be pursued?
• What will be improved or changed as a result of the proposed research?
• How will the results of the study be implemented and what innovations or transformative insights could emerge from the process of implementation?

NOTE:   This section should not delve into idle speculation, opinion, or be formulated on the basis of unclear evidence . The purpose is to reflect upon gaps or understudied areas of the current literature and describe how your proposed research contributes to a new understanding of the research problem should the study be implemented as designed.

ANOTHER NOTE : This section is also where you describe any potential limitations to your proposed study. While it is impossible to highlight all potential limitations because the study has yet to be conducted, you still must tell the reader where and in what form impediments may arise and how you plan to address them.

VI.  Conclusion

The conclusion reiterates the importance or significance of your proposal and provides a brief summary of the entire study . This section should be only one or two paragraphs long, emphasizing why the research problem is worth investigating, why your research study is unique, and how it should advance existing knowledge.

Someone reading this section should come away with an understanding of:

• Why the study should be done;
• The specific purpose of the study and the research questions it attempts to answer;
• The decision for why the research design and methods used where chosen over other options;
• The potential implications emerging from your proposed study of the research problem; and
• A sense of how your study fits within the broader scholarship about the research problem.

VII.  Citations

As with any scholarly research paper, you must cite the sources you used . In a standard research proposal, this section can take two forms, so consult with your professor about which one is preferred.

• References -- a list of only the sources you actually used in creating your proposal.
• Bibliography -- a list of everything you used in creating your proposal, along with additional citations to any key sources relevant to understanding the research problem.

In either case, this section should testify to the fact that you did enough preparatory work to ensure the project will complement and not just duplicate the efforts of other researchers. It demonstrates to the reader that you have a thorough understanding of prior research on the topic.

Most proposal formats have you start a new page and use the heading "References" or "Bibliography" centered at the top of the page. Cited works should always use a standard format that follows the writing style advised by the discipline of your course [e.g., education=APA; history=Chicago] or that is preferred by your professor. This section normally does not count towards the total page length of your research proposal.

Develop a Research Proposal: Writing the Proposal. Office of Library Information Services. Baltimore County Public Schools; Heath, M. Teresa Pereira and Caroline Tynan. “Crafting a Research Proposal.” The Marketing Review 10 (Summer 2010): 147-168; Jones, Mark. “Writing a Research Proposal.” In MasterClass in Geography Education: Transforming Teaching and Learning . Graham Butt, editor. (New York: Bloomsbury Academic, 2015), pp. 113-127; Juni, Muhamad Hanafiah. “Writing a Research Proposal.” International Journal of Public Health and Clinical Sciences 1 (September/October 2014): 229-240; Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005; Procter, Margaret. The Academic Proposal. The Lab Report. University College Writing Centre. University of Toronto; Punch, Keith and Wayne McGowan. "Developing and Writing a Research Proposal." In From Postgraduate to Social Scientist: A Guide to Key Skills . Nigel Gilbert, ed. (Thousand Oaks, CA: Sage, 2006), 59-81; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences , Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

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Quiz 10: Writing a Research Proposal

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( Multiple Choice )

Which of the following characterizes the data analysis section?

The participants/sample section of the research proposal includes ______.

The goal of any study is to ______.

The methodology section is which of the following within the context of the research proposal?

Which of the following is not, typically, included in the introductory section of a research proposal?

Which of the following characterizes the methodology section of the research proposal?

How can research proposals help research processes?

What do research proposals include?

What does instrumentation refer to?

Research proposals emphasize ______.

Which of the following characterizes the review of related literature?

Often, qualitative researchers are not sure exactly what they will do during the study; therefore ______.

Although the titles of the sections may vary, all research proposals ______.

The methodology section, typically, includes ______.

All research proposals include ______.

Which of the following is true of research proposals?

Which of the following describes the writing in a research proposal?

What do the research questions and hypotheses do?

Which of the following describes the benefits of research proposals?

Which of the following is true about the statement of the problem?

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Q1. Which of the following statement is correct? (A) Reliability ensures the validity (B) Validity ensures reliability (C) Reliability and validity are independent of each other (D) Reliability does not depend on objectivity

Answer:  (C)

Q2. Which of the following statements is correct? (A) Objectives of research are stated in first chapter of the thesis (B) Researcher must possess analytical ability (C) Variability is the source of problem (D) All the above

Answer:  (D)

Q3. The first step of research is: (A) Selecting a problem (B) Searching a problem (C) Finding a problem (D) Identifying a problem

Q4. Research can be conducted by a person who: (A) holds a postgraduate degree (B) has studied research methodology (C) possesses thinking and reasoning ability (D) is a hard worker

Answer: (B)

Q5. Research can be classified as: (A) Basic, Applied and Action Research (B) Philosophical, Historical, Survey and Experimental Research (C) Quantitative and Qualitative Research (D) All the above

Q6. To test null hypothesis, a researcher uses: (A) t test (B) ANOVA (C)  X 2 (D) factorial analysis

Answer:  (B)

Q7. Bibliography given in a research report: (A) shows vast knowledge of the researcher (B) helps those interested in further research (C) has no relevance to research (D) all the above

Q8. A research problem is feasible only when: (A) it has utility and relevance (B) it is researchable (C) it is new and adds something to knowledge (D) all the above

Q9. The study in which the investigators attempt to trace an effect is known as: (A) Survey Research (B) Summative Research (C) Historical Research (D) ‘Ex-post Facto’ Research

Answer: (D)

Q10. Generalized conclusion on the basis of a sample is technically known as: (A) Data analysis and interpretation (B) Parameter inference (C) Statistical inference (D) All of the above

Answer:  (A)

Q11. Fundamental research reflects the ability to: (A) Synthesize new ideals (B) Expound new principles (C) Evaluate the existing material concerning research (D) Study the existing literature regarding various topics

Q12. The main characteristic of scientific research is: (A) empirical (B) theoretical (C) experimental (D) all of the above

Q13. Authenticity of a research finding is its: (A) Originality (B) Validity (C) Objectivity (D) All of the above

Q14. Which technique is generally followed when the population is finite? (A) Area Sampling Technique (B) Purposive Sampling Technique (C) Systematic Sampling Technique (D) None of the above

Q15. Research problem is selected from the stand point of: (A) Researcher’s interest (B) Financial support (C) Social relevance (D) Availability of relevant literature

Q16. The research is always – (A) verifying the old knowledge (B) exploring new knowledge (C) filling the gap between knowledge (D) all of these

Q17. Research is (A) Searching again and again (B) Finding a solution to any problem (C) Working in a scientific way to search for the truth of any problem (D) None of the above

Q20. A common test in research demands much priority on (A) Reliability (B) Useability (C) Objectivity (D) All of the above

Q21. Which of the following is the first step in starting the research process? (A) Searching sources of information to locate the problem. (B) Survey of related literature (C) Identification of the problem (D) Searching for solutions to the problem

Answer: (C)

Q22. Which correlation coefficient best explains the relationship between creativity and intelligence? (A) 1.00 (B) 0.6 (C) 0.5 (D) 0.3

Q23. Manipulation is always a part of (A) Historical research (B) Fundamental research (C) Descriptive research (D) Experimental research

Explanation: In experimental research, researchers deliberately manipulate one or more independent variables to observe their effects on dependent variables. The goal is to establish cause-and-effect relationships and test hypotheses. This type of research often involves control groups and random assignment to ensure the validity of the findings. Manipulation is an essential aspect of experimental research to assess the impact of specific variables and draw conclusions about their influence on the outcome.

Q24. The research which is exploring new facts through the study of the past is called (A) Philosophical research (B) Historical research (C) Mythological research (D) Content analysis

Q25. A null hypothesis is (A) when there is no difference between the variables (B) the same as research hypothesis (C) subjective in nature (D) when there is difference between the variables

Q26. We use Factorial Analysis: (A) To know the relationship between two variables (B) To test the Hypothesis (C) To know the difference between two variables (D) To know the difference among the many variables

Explanation: Factorial analysis, specifically factorial analysis of variance (ANOVA), is used to investigate the effects of two or more independent variables on a dependent variable. It helps to determine whether there are significant differences or interactions among the independent variables and their combined effects on the dependent variable.

Q27. Which of the following is classified in the category of the developmental research? (A) Philosophical research (B) Action research (C) Descriptive research (D) All the above

Q28.  Action-research is: (A) An applied research (B) A research carried out to solve immediate problems (C) A longitudinal research (D) All the above

Explanation: Action research is an approach to research that encompasses all the options mentioned. It is an applied research method where researchers work collaboratively with practitioners or stakeholders to address immediate problems or issues in a real-world context. It is often conducted over a period of time, making it a longitudinal research approach. So, all the options (A) An applied research, (B) A research carried out to solve immediate problems, and (C) A longitudinal research are correct when describing action research.

Q29.  The basis on which assumptions are formulated: (A) Cultural background of the country (B) Universities (C) Specific characteristics of the castes (D) All of these

Q30. How can the objectivity of the research be enhanced? (A) Through its impartiality (B) Through its reliability (C) Through its validity (D) All of these

Q31.  A research problem is not feasible only when: (A) it is researchable (B) it is new and adds something to the knowledge (C) it consists of independent and dependent var i ables (D) it has utility and relevance

Explanation:  A research problem is considered feasible when it can be studied and investigated using appropriate research methods and resources. The presence of independent and dependent variables is not a factor that determines the feasibility of a research problem. Instead, it is an essential component of a well-defined research problem that helps in formulating research questions or hypotheses. Feasibility depends on whether the research problem can be addressed and answered within the constraints of available time, resources, and methods. Options (A), (B), and (D) are more relevant to the feasibility of a research problem.

Q32. The process not needed in experimental research is: (A) Observation (B) Manipulation and replication (C) Controlling (D) Reference collection

In experimental research, reference collection is not a part of the process.

Q33. When a research problem is related to heterogeneous population, the most suitable sampling method is: (A) Cluster Sampling (B) Stratified Sampling (C) Convenient Sampling (D) Lottery Method

Explanation: When a research problem involves a heterogeneous population, stratified sampling is the most suitable sampling method. Stratified sampling involves dividing the population into subgroups or strata based on certain characteristics or variables. Each stratum represents a relatively homogeneous subset of the population. Then, a random sample is taken from each stratum in proportion to its size or importance in the population. This method ensures that the sample is representative of the diversity present in the population and allows for more precise estimates of population parameters for each subgroup.

Q34.  Generalised conclusion on the basis of a sample is technically known as: (A) Data analysis and interpretation (B) Parameter inference (C) Statistical inference (D) All of the above

Explanation: Generalized conclusions based on a sample are achieved through statistical inference. It involves using sample data to make inferences or predictions about a larger population. Statistical inference helps researchers draw conclusions, estimate parameters, and test hypotheses about the population from which the sample was taken. It is a fundamental concept in statistics and plays a crucial role in various fields, including research, data analysis, and decision-making.

Q35. The experimental study is based on

(A) The manipulation of variables (B) Conceptual parameters (C) Replication of research (D) Survey of literature

Q36.  Which one is called non-probability sampling? (A) Cluster sampling (B) Quota sampling (C) Systematic sampling (D) Stratified random sampling

Q37.  Formulation of hypothesis may NOT be required in: (A) Survey method (B) Historical studies (C) Experimental studies (D) Normative studies

Q38. Field-work-based research is classified as: (A) Empirical (B) Historical (C) Experimental (D) Biographical

Q39. Which of the following sampling method is appropriate to study the prevalence of AIDS amongst male and female in India in 1976, 1986, 1996 and 2006? (A) Cluster sampling (B) Systematic sampling (C) Quota sampling (D) Stratified random sampling

Q40. The research that applies the laws at the time of field study to draw more and more clear ideas about the problem is: (A) Applied research (B) Action research (C) Experimental research (D) None of these

Answer: (A)

Research Methodology Quiz | MCQ (Multiple Choice Questions)

In order to enhance your understanding of research methodology, we have made thought-provoking quiz featuring multiple-choice questions.

The quiz aimed to sharpen your critical thinking skills and reinforce our grasp on essential concepts in the realm of research. By actively participating in this exercise, we deepened your appreciation for the significance of selecting the right research methods to achieve reliable and meaningful results.

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Research Methods in Early Childhood: An Introductory Guide

Student resources, multiple choice quiz.

Test your understanding of each chapter by taking the quiz below. Click anywhere on the question to reveal the answer. Good luck!

1. A literature review is best described as:

• A list of relevant articles and other published material you have read about your topic, describing the content of each source
• An internet search for articles describing research relevant to your topic criticising the methodology and reliability of the findings
• An evaluative overview of what is known about a topic, based on published research and theoretical accounts, which serves as a basis for future research or policy decisions
• An essay looking at the theoretical background to your research study

2. Choose the best answer. A literature review is

• Conducted after you have decided upon your research question
• Helps in the formulation of your research aim and research question
• Is the last thing to be written in your research report
• Is not part of a research proposal

3. Choose the best answer. Which is the most reliable source of information for your literature review?

• A TV documentary
• A newspaper article
• A peer reviewed research article
• A relevant chapter from a textbook

4. Choose the best answer. Critical analysis means

• Subjecting the literature to a process of interrogation in order to assess the relevance, authenticity and reliability of the literature together with the summarising of common thematic areas of discussion
• An evaluation of past research being critical of the methodology used and describing how your methodology will be an improvement
• An analysis of theoretical approaches showing how they are no longer valid according to our current state of knowledge
• Looking at the way articles are structured, pointing out logical inconsistencies

5. Which is not a reason for accurate referencing in your literature review?

• Accurate referencing is needed so that tutors can follow up your sources and check that you have reported them accurately
• Accurate referencing is needed so that researchers who read your work are alerted to source that might be helpful for them
• Referencing shows that you go to the library when not in lectures
• Accurate referencing is required because it is an academic convention